Bildungsbenachteiligte Erwachsene - Basisbildung und das Potenzial der vitalen Teilhabe

The professorial dissertation takes a close look at the field of adult education which focuses on literacy and numeracy education. It examines teaching and learning in basic education courses and focuses on adults who have suffered educational disadvantage and therefore have basic educational needs as well as on adult educators and their ways of educating these participants. The professorial dissertation asks for the pedagogical key question of teaching, learning and education. It raises the question about emerging opportunities for the target group of adults who have suffered educational disadvantage and therefore have basic educational needs when these adults are participating basic education courses. The main interest of the examination was focused on the reconstruction of subjective actions and interpretations of participants and educators to contribute to the understanding of educating and learning in basic educational courses. The Grounded Theory approach was seen as the suitable research methodology according to the described subject- oriented approach. The qualitative research aims to analyze the micro cosmos of education and learning and tries to reconstruct innermost feelings, considerations and perceptions of the protagonists within the educating-learning- situation. Within the research process the following data has been collected, analyzed, and interpreted: " 24 episodically interviews with participants in two basic educational institutions " 9 semi-structured interviews with adult educators in these institutions who have educated the interviewed participants " One non-structured interview with a social worker who works in one of the institutions " Data collection (on-site, via phone and e-mail) approximately one year after the above described interviews to find out about the current situation of the participants interviewed before " One semi-structured interview with a staff member of an employment centre The representation of the findings follows the structure which was elaborated during the process of analyzing the data: " Successful access to the basic education institution " Educating: Course-interaction from the educator`s perspective " Learning: Course-interaction from the participant`s perspective " Effects of participation and conditions of successful participation The following main conclusions can be stated: Mindfully attention as well as stable relationship seems to be the core of the educating actions. This seems to enable sustainable basic education. Taylor-made and therefore individualized benefit orientation and a distinct capability orientation are the keys to sustainable learning. The concept of sustainable learning in the field of basic education was defined as the development of safety in learning via positive learning experiences. One individual benefit was conceptualized as "vitale Teilhabe", which can be translated as vital participation. This is the emotional reaction that some of the interviewed participants have shown towards their course. Strengthening and stabilisation take place. Experiences of exclusion due to basic education needs are treated by making different and now positive experiences in equal or same situations (e.g. reading or writing something). This was shown in a "divided perspective" which focuses on the time before the participation in the basic education course and since having made this decision to take part. The positive learning experience allows participants to realize learning and education as valuable. That means that personal preconditions for participating in (lifelong) learning can change.