Author Description

Participation in its different facets and towards the aim of „education for all” represents one of the traditional leitmotifs of adult education, with regard to its disciplinary understanding as well as its practice. Yet, at the same time, it opens a debate on the question whether participation in adult learning and education means per se participation in society, and, if so, what might contribute or rather hinder this? The authors explore the contested terrain of participation in its empirical and theoretical perspectives.