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Migrants coming to Germany are obliged to take "integration courses" in order to obtain certain residence titles. In addition to the knowledge of the German language, proof of civic knowledge is required. This usually includes knowledge about the history, politics and culture of the country, or as Heinemann puts it provocatively, "it is presumed that they follow different social rules and therefore need a kind of citizen education in order to be transformed into democratic subjects" (Heinemann 2017, p. 178). This article will partly address Heinemann's criticism using results of an empirical study conducted in summer 2018, the purpose of which was to analyze strategies and ways of communicating societal values in the context of integration courses for adult migrants. In contrast to Heinemann, this article doesn't denounce the orientation courses as entanglement of hegemonic norms and structures, but discusses in general the need and the limits of value-promoting adult education in order to foster orientationusing the Habermasian lifeworld-system-concept. On the basis of the qualitative study, this article provides insights into the practical experiences from the point of view of the participants of the integration courses. In the following, the project will first be briefly presented in its theoretical location, then the partial results of the qualitative research study will be discussed. 1 Concept of Integration coursesFirst of all, let me address briefly the question on what concept the orientation course is based form the point of view of the responsible authority.According to the Integration Course Ordinance (Integrationskursverordnung), the curriculum is determined by the Federal Office for Migration and Refugees (Bundesamt für Migration und Flüchtlinge = BAMF). The courses themselves are carried out by different public and private institutions of adult and youth education on behalf and according to the specifications of the BAMF. These are e.g. the local community colleges (Volkshochschulen), supra-regional private providers such as the German Employees Academy (DAA), Kolping-Academies etc. The institutions that organize the courses are regularly controlled by BAMF for their organization and educational design to ensure the quality of the courses.The Federal Office for Migration and Refugees (BAMF) presented a concept for a nationwide integration course in 2004 (siehe BAMF 2004); three years later, a curriculum for a nationwide integration course was published (BAMF 2007), and in 2017 a readjustment took place (BAMF
Migrants coming to Germany are obliged to take "integration courses" in order to obtain certain residence titles. In addition to the knowledge of the German language, proof of civic knowledge is required. This usually includes knowledge about the history, politics and culture of the country, or as Heinemann puts it provocatively, "it is presumed that they follow different social rules and therefore need a kind of citizen education in order to be transformed into democratic subjects" (Heinemann 2017, p. 178). This article will partly address Heinemann's criticism using results of an empirical study conducted in summer 2018, the purpose of which was to analyze strategies and ways of communicating societal values in the context of integration courses for adult migrants. In contrast to Heinemann, this article doesn't denounce the orientation courses as entanglement of hegemonic norms and structures, but discusses in general the need and the limits of value-promoting adult education in order to foster orientationusing the Habermasian lifeworld-system-concept. On the basis of the qualitative study, this article provides insights into the practical experiences from the point of view of the participants of the integration courses. In the following, the project will first be briefly presented in its theoretical location, then the partial results of the qualitative research study will be discussed. 1 Concept of Integration coursesFirst of all, let me address briefly the question on what concept the orientation course is based form the point of view of the responsible authority.According to the Integration Course Ordinance (Integrationskursverordnung), the curriculum is determined by the Federal Office for Migration and Refugees (Bundesamt für Migration und Flüchtlinge = BAMF). The courses themselves are carried out by different public and private institutions of adult and youth education on behalf and according to the specifications of the BAMF. These are e.g. the local community colleges (Volkshochschulen), supra-regional private providers such as the German Employees Academy (DAA), Kolping-Academies etc. The institutions that organize the courses are regularly controlled by BAMF for their organization and educational design to ensure the quality of the courses.The Federal Office for Migration and Refugees (BAMF) presented a concept for a nationwide integration course in 2004 (siehe BAMF 2004); three years later, a curriculum for a nationwide integration course was published (BAMF 2007), and in 2017 a readjustment took place (BAMF
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