Affiliation:
1. Martin-Luther-Universität Halle-Wittenberg, Deutschland
Abstract
This chapter discusses adult education as a translational practice. Adopting a performative perspective adult education is described as an endeavor of boundary-crossing. Within this conceptual framework, two distinctive configurations emerge, highlighting the interplay of translation and participation. Within the first configuration, termed 'cross-boundary communication,' ideas or objects from one semiotic context are skillfully translated to become comprehensible and accessible in another. Within the second configuration, denoted as 'cross-boundary participation,' individuals from outside a specific semiotic context are empowered to effectively engage and participate within it. The discussion delves into the interrelation of these two configurations when occasions of adult education are accomplished.
Reference28 articles.
1. Abbot, A. (1995). Things of Boundaries. Social Research, 62(4), 857–882.
2. Auer, P. (2022). ‘Translanguaging’ or ‘doing languages’? Multilingual practices and the notion of ‘codes’. In J. MacSwann (Ed.), Multilingual Perspectives on Translanguaging, Multilingual Matters (pp. 126–153). Bristol.
3. Bowker, G. & Star, S. (1999). Sorting Things Out. Cambridge, MA: The MIT Press.
4. Dewe, B. (1996). Das Professionswissen von Weiterbildnern – Klientenbezug– Fachbezug. In A. Combe & W. Helsper (Eds.), Pädagogische Professionalität. Untersuchungen zum Typus pädagogischen Handelns (pp. 714–757). Frankfurt a. M.: Suhrkamp.
5. Dewe, B. (2000). Wissenstransformationen und Lernen in der reflexiven Modernisierung. Literatur‐ und Forschungsreport Weiterbildung, 45(2), 38–54.