Adult education, democracy, and totalitarianism. A case study of the German Democratic Republic (1949-1990).

Autor/inn/en	Hoggan-Kloubert, Tetyana; Hoggan, Chad; Luthardt, Nicole
Titel	Adult education, democracy, and totalitarianism. A case study of the German Democratic Republic (1949-1990).
Quelle	In: European journal for Research on the Education and Learning of Adults, 16 (2025) 1, S. 39-57Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:32735 10.3384/rela.2000-7426.4940
URN	urn:nbn:de:0111-pedocs-327351
Schlagwörter	Fallstudie; Autoritarismus; Bildungssystem; Demokratie; Totalitarismus; Widerstand (Pol); Erwachsenenbildung; Erwachsenenbildungsstätte; Volkshochschule; Indoktrination; Deutschland-DDR
Abstract	This article explores the role of adult education in supporting democracy through an examination of the former German Democratic Republic (GDR) (1949-1990). This case study presents the institutional landscape, political regulations, and key trends of adult education in the GDR, complemented by insights from educators who worked within the field during the 1970s through 1990s. Two key categories emerge from the findings: (1) 'Learning society': Opportunities, access, and control of learning; and (2) Coexistence of conformity and resistance. Interviews highlight the diverse aspects of adult education in the GDR. While some programmes facilitated access to education, culture, and certain professions that would have otherwise been unattainable, the indoctrinative, centralised, and state-controlled education system promoted a predefined societal model and sought to mould a specific personality type, aligning with the vision of a totalitarian learning society, which clashes with the fundamental values of adult education and creates a contradictory situation for adult educators. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/3