Partizipative Lernerfahrungen – Sichtweisen zur inklusionsorientierten Erwachsenenbildung im Hochschulbereich

Die Etablierung inklusionsorientierter Hochschulbildung stellt einen elementaren Bereich der Erwachsenenbildung dar. Ein gemeinsames Lernen von Menschen mit und ohne Behinderungserfahrungen in regulären universitären Veranstaltungen ist dabei im deutschsprachigen Raum bisher nur in wenigen Ansätzen vorhanden. Auch wenn dies nur ein Baustein inklusionsorientierter Hochschulentwicklung sein kann, ist diese Perspektive bedeutsam zur Aufdeckung und Reflexion exklusiver Strukturen, Kulturen und Praktiken in einer bisher stark separierenden Institution. Anhand von Erfahrungen gemeinsamer Seminarbesuche im Rahmen des Hochschulprojektes QuaBIS wurden Sichtweisen der Qualifizierungsteilnehmer*innen und regulärer Studierender mit Bezug zum Index für Inklusion (Booth & Ainscow, 2017) erfasst und ausgewertet. Dabei zeigen sich neben einer großen Offenheit für die Realisierung partizipativer Lernerfahrungen ebenso offene Fragen, denen sich eine inklusionsorientierte Erwachsenenbildung im Hochschulbereich stellen muss.Abstract The establishment of inclusion-oriented higher education is a fundamental part of adult education. In German-speaking countries, there are only a few approaches to joint learning by people with and without experience of disability in regular university courses. Even if this can only be one component of inclusion-oriented higher education development, this perspective is important for uncovering and reflecting on exclusive structures, cultures and practices in an institution that has so far been highly divisive. Based on experiences of joint seminar visits within the framework of the university project QuaBIS, the views of project participants* and regular students with reference to the Index for Inclusion (Booth & Ainscow, 2017) were recorded and evaluated. In addition to a great openness to the realisation of participatory learning experiences, there are also open questions that inclusion-oriented adult education in higher education must address.

Building a Sustainable Future Through International ECE Partnership Programmes

Purpose: Taking a particular example of an international partnership programme, this article aims to discuss kindergartens’ participation in international partnership programmes as compelling vehicles for promoting early childhood education for sustainability (ECEfS). The partnership programme included Western Norway University of Applied Sciences, Beijing Normal University, East China Normal University, and kindergartens in Norway and China. Researchers, postgraduate students, kindergarten principals, and teachers participated in the programme, their key concern being to promote competencies for sustainability and agents for change. Design/Approach/Methods: The article is based upon research with a phenomenological approach to Chinese and Norwegian kindergarten teachers’ and principals’ experiences of participating in an international partnership programme. The data for this article consisted of reflective notes from the teachers and principals and recordings of teachers’ and principals’ reflections in a joint seminar in the kindergarten network. Findings: This article argues that ethical normative, dialogical, and anticipatory approaches are pivotal within international ECEfS partnership programmes. Originality/Value: The article has the potential to address international partnership programmes, involving different stakeholders, as vital in promoting ECEfS. It also urges international partnership programmes to promote glocality in ECEfS (i.e., local situatedness with global awareness).