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<p>This article examines how employees in migrant self-organizations (MSOs), which are increasingly establishing themselves as actors in the continuing education landscape in Germany, understand themselves and their tasks in terms of adult education. The focus is on the question of how educational planners in these organizations position themselves in relation to their target group, educational content and their role as pedagogical actors. The empirical analysis is based on <i>n</i> = 17&#xa0;guideline-based expert interviews, which were evaluated using typifying content analysis. The typology comprises four types: (1)&#xa0;adult education as a&#xa0;key to integration and overcoming barriers to participation, (2)&#xa0;organizational development and empowerment as goals of adult education, (3)&#xa0;adult education for all?! and (4)&#xa0;adult education in the diaspora: between maintaining religious practices, tradition and generational change. The results show that the pedagogical self-images and tasks go far beyond the integration function ascribed to them. At the same time, MSOs find themselves caught up between social expectations of adaptation and the preservation of their independence. The article provides a&#xa0;more differentiated view of the actors in the field of adult education and shows possibilities for further research on educational planning, professionalization and educational governance in the migration society.</p>

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Erwachsenenpädagogische Selbst- und Aufgabenverständnisse von Planenden in Migrant:innenselbstorganisationen. Eine inhaltsanalytisch fundierte Typologie

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  • 出版模式：

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  • 发表日期：

    2025年6月13日

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  • Gwennaëlle Mulliez

摘要

This article examines how employees in migrant self-organizations (MSOs), which are increasingly establishing themselves as actors in the continuing education landscape in Germany, understand themselves and their tasks in terms of adult education. The focus is on the question of how educational planners in these organizations position themselves in relation to their target group, educational content and their role as pedagogical actors. The empirical analysis is based on n = 17 guideline-based expert interviews, which were evaluated using typifying content analysis. The typology comprises four types: (1) adult education as a key to integration and overcoming barriers to participation, (2) organizational development and empowerment as goals of adult education, (3) adult education for all?! and (4) adult education in the diaspora: between maintaining religious practices, tradition and generational change. The results show that the pedagogical self-images and tasks go far beyond the integration function ascribed to them. At the same time, MSOs find themselves caught up between social expectations of adaptation and the preservation of their independence. The article provides a more differentiated view of the actors in the field of adult education and shows possibilities for further research on educational planning, professionalization and educational governance in the migration society.