Jessica Kleinschmidt
Jessica Kleinschmidt is a PhD student at the Professorship for continuing education and lifelong learning at Helmut Schmidt Unviersity/University of the Federal Armed Forces Hamburg. Her expertise lies in occupational continuing education and learning in adulthood from a practical perspective.
Her research interests include the transitions of executives within companies.
Kleinschmidt, J./Garner, C./Schwarz, J. (2020): Studying Adult Education. A Comparison of Master’s Degree Programmes on ALE in Germany and the US. In: Egetenmeyer, R./Boffo, V./Kröner, S. (eds.): International and Comparative Studies in Adult and Continuing Education, Florence: FUP, S. 99-114. DOI: 10.36253/978-88-5518-155-6.07
Kleinschmidt, J./Schwarz, J./Lucas, K./Upenieks, R./Adaramola, A. (2020): Professionalisation Through Further Education? An InternationalComparison of Non-formal EducationProgrammes for Adult Educators. In: Institut za pedagogiju i andragogiju (eds.): Andragoške studije, 11, S. 63-85.
CG6: Adult learning and education for all?! Issues of inclusion in the limelight
Co-Moderator: Prof. Dr. Silke Schreiber-Barsch & Lukas Eble
The ideology of social inclusion represents one of adult education’s leading leitmotivs, claiming to provide education for all—and especially for some across adult education’s histories worldwide. However, in particular since the mid-2000s, due to e.g. the UN Convention on the Rights of Persons with Disabilities (2006), inclusion as terminology and conceptual approach has increasingly been used to focus on the context of disability and impairment. This has strongly intensified the quest for a better accessibility to adult learning and education (ALE). Yet, what learning means in the context of disability/impairment, how it is framed in a nation-state architecture and in ALE institutional settings, and how it is experienced in a certain geographical place and at a given time are very likely to vary.
Taking this as a point of departure, the comparative group will elaborate commonalities and differences of accessibility to ALE. Disability/impairment will serve as the main lens of analysis; nonetheless, intersections with further categories will also be considered according to the multi-layered features of inclusive adult education (Schreiber-Barsch & Rule, 2021, p. 553). Whereas students are welcomed to focus their analysis on the micro-level of accessibility to ALE, practitioners enrich the comparative group with their unique knowledge and experience with regard to the meso-level of institutional settings and strategies of accessibility. The outcome foresees a deeper understanding of the buzzword inclusion, an extended knowledge on analysing the multi-dimensional concept of inclusive adult education through a comparative lens and a widened experience on strategies of institutional accessibility.
For more information about the comparative group have a look at our programme!
