Adult education in migration societies and the challenge of ‘recognition’ in Austrian and German adult education

Abstract

Adult education institutions face a variety of challenges in ‘migration societies’. This paper first analyses the marginal adoption of the topic by researchers in a German-speaking context and points out the dominance of a target group approach in the past. To open up alternative perspectives, I will discuss challenges for adult education in migration societies by referring to an empirical study which explored the labour market situation of highly skilled immigrants in Austria. The analysis focused on the question of how adult education/vocational training can strengthen the agency of learners under certain social conditions in terms of ‘recognition’. The theoretical framework developed in this research project interrelates work from the philosopher Axel Honneth with those from Pierre Bourdieu as well as with theories of (institutional) discrimination and racism. Finally, challenges for institutions active in adult education and professional qualifications are named through defining adult education as a context for, and practice of, recognition.