Partizipative Lernerfahrungen – Sichtweisen zur inklusionsorientierten Erwachsenenbildung im Hochschulbereich

Abstract

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.

Social responsibility in the context of inclusive higher education development – experiences and insights from the perspective of participatory teaching

“…The implementation of teachings offered by the SMEIE is characterized by creative and cooperative methodological approaches, which should also enable the participation of students to a greater extent. Further evaluation results confirm the desire for more student participation opportunities within the framework of teaching (Goldbach et al , 2020).…”

“…we do not serve the economy, but the economy serves US." (Goldbach et al, 2020). Additionally, the discussions question the allocative function of higher education.…”

“…Therefore, a logical consequence as a prerequisite for a comprehensive inclusion orientation would be that “society and the whole system change as well. So that […] we do not serve the economy, but the economy serves US.” (Goldbach et al , 2020). Additionally, the discussions question the allocative function of higher education.…”