Is it the Taking Part that Counts? Access to Lifelong Learning Opportunities in Germany’s Regime of Dis/Ability
DOI:
https://doi.org/10.6092/issn.1825-8670/9349Parole chiave:
Adult Education, Inclusion, Dis/Ability, Spatial Theory, CitizenshipAbstract
Questo articolo mostra per quali motivi trasformare la formazione permanente in un “sistema inclusivo a tutti i livelli in tutte le fasi della vita” (United Nations, 2006, p. 16), sulla base delle ratifiche della Convenzione delle Nazioni Unite sui diritti delle persone con disabilità (2006), al centro dell’interesse delle società democratiche e delle agende politiche nazionali. Facendo seguito alle pubblicazioni socio-spaziali di Löw (2001; 2008), il modello della Germania dimostra i benefici della teoria spaziale nell’ambito della formazione permanente. Dati empirici di una ricerca di tipo qualitativo permettono di vedere chiaramente come l’accesso a uno spazio di apprendimento viene interpretato e organizzato da professionisti della formazione in età adulta. Questi dati danno inoltre la possibilità di capire chi ha accesso alle istituzioni pubbliche per la formazione in età adulta e, di conseguenza, di vedere come l’accesso stesso non sia una questione meramente pedagogica, bensì strettamente legata al tema della cittadinanza e di conseguenza di chiara natura politica.Riferimenti bibliografici
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