Alles unter Kontrolle?

Heinemann, Alisha M.B.

doi:10.1007/s40955-018-0106-8

Cited by 18 publications

(13 citation statements)

References 3 publications

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“…Overall, literacy and language provision matter for migrants’ perceived socio-political inclusion. However, adult education has to go beyond literacy and language provision and encourage more people to make their voices heard in the socio-political realm (Heinemann, 2018). Regarding volunteering, a more active and integrative policy could be applied to the organisations (Heinemann, 2014).…”

Section: Discussion: Socio-political Participation Of Migrants and Minoritiesmentioning

confidence: 99%

Beyond literacy and language provision: Socio-political participation of migrants and large language minorities in five countries from PIAAC R1/R2

Grotlüschen

Chachashvili‐Bolotin

Heilmann

et al. 2020

Journal of Adult and Continuing Education

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Integration is more than work and school: It consists of socio-political participation as well. Even without citizen’s rights, migrants have an opinion on whether they ‘have a say’ in the host or dominant society. This expression – having a say – is emblematic, because it is a well-known survey question, also used in the Program for the International Assessment of Adult Competencies (PIAAC). For this article, the authors choose Austria, Canada, Germany, Israel and the USA to analyse variables on political efficacy and volunteering as indicators for socio-political participation. Using post-colonial and multiple literacy approaches, the authors examine whether migrants and language minorities feel heard. Findings show that first-generation migrants in four countries feel low political efficacy and are excluded from volunteering. However, when taking literacy proficiency into consideration, many effects for political efficacy disappear. For large language minorities, however, controlling for literacy has no effect on their socio-political exclusion.

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Section: Discussion: Socio-political Participation Of Migrants and Minoritiesmentioning

confidence: 99%

Beyond literacy and language provision: Socio-political participation of migrants and large language minorities in five countries from PIAAC R1/R2

Grotlüschen

Chachashvili‐Bolotin

Heilmann

et al. 2020

Journal of Adult and Continuing Education

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“…Today the atmosphere has changed to one of disillusioned resignation (cf. Heinemann, 2018a). The teachers' role in the 'integration courses' today is to offer a fixed curriculum which is determined by the government and to record the attendance of participants.…”

Section: Forming the 'Economic Subject' After A History Of 'Revolution'mentioning

confidence: 99%

“…Teachers are not educators any longer but are forced to become like police officers in the name of the state, a role, critical teachers hate and, in many ways, often courageously resist (cf. Heinemann, 2018a).…”

Section: Forming the 'Economic Subject' After A History Of 'Revolution'mentioning

confidence: 99%

Capitalism, migration, and adult education

Heinemann

Monzó

2021

RELA

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Migration has become both a consequence of and support structure for global racialised capitalism. A presumed source of support for the people who migrate is adult education, especially the second language learning class. However, as a state organized institution, the policies and practices that govern second-language courses serve to inculcate the ideologies and values that support a racialised capitalist system. We draw on two case examples -the U.S. and Germany -to demonstrate these entanglements. We engage Freire's critical pedagogy wherein learning contexts encourage students to question the realities of their lives, and Foucault's ideas regarding heterotopian places where the hegemonic norm is suspended and different approaches of pedagogical work can be implemented. We conclude with the suggestion of different pedagogical paths -a 'pedagogy of dreaming' and a 'pedagogy of courage.'

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“…Allerdings sind langfristige staatliche Programme teilweise verpflichtend und zielen nicht genuin auf Bildung, sondern auf Beschäftigung und Integration ab. Entsprechende Kritik wird immer wieder geäußert (Bonna 2018;Heinemann 2018).…”

Section: K 8 Implikationen Für Politik Und Praxisunclassified

Von der Umkehr des Matthäus-Effekts – Stundenintensive Weiterbildung bei geringen numeralen Kompetenzen

Krejcik

Grotlüschen

2020

ZfW

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ZusammenfassungDas Matthäus-Prinzip wurde für die Weiterbildungsbeteiligung nachgewiesen, nicht aber für das Weiterbildungsvolumen im Kontext von Numeralität. Aufgrund der Verwobenheit mit sozialen Kontexten ist Numeralität unabhängig vom Bildungsabschluss ein relevanter Prädikator für das Weiterbildungsverhalten. Mittels eines internationalen Vergleichs, basierend auf PIAAC-Daten, verweist der Beitrag auf eine Umkehr des Matthäus-Effekts für Weiterbildungsvolumina. Im OECD-Durchschnitt und in der Mehrzahl der nordischen Länder nehmen weiterbildungsaktive Erwachsene mit geringer Numeralität mehr Weiterbildungsstunden wahr als jene mit hohen numeralen Kompetenzen. Die Ergebnisse deuten auf die Relevanz wohlfahrtsstaatlicher Kontexte für die (Um)Verteilung von Weiterbildungszeit.

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Alles unter Kontrolle?

Cited by 18 publications

References 3 publications

Beyond literacy and language provision: Socio-political participation of migrants and large language minorities in five countries from PIAAC R1/R2

Beyond literacy and language provision: Socio-political participation of migrants and large language minorities in five countries from PIAAC R1/R2

Capitalism, migration, and adult education

Von der Umkehr des Matthäus-Effekts – Stundenintensive Weiterbildung bei geringen numeralen Kompetenzen

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