Educational distance

from Wikipedia, the free encyclopedia

Uneducated refers to the condition that a group of people or a segment of the population has a comparatively low level of education . Or that a group of people was not reached by the education system or was excluded from it. The term is discriminatory and not defined. The Federal Statistical Office describes it as “pupils whose parents have at most a secondary school leaving certificate”.

term

The term "educational distance" is described contradictingly. A person-related meaning means that the person concerned has no or only a low school leaving certificate and consequently has no knowledge of the subject matter taught at universities . The person is consequently neither able to impart the knowledge necessary for the “higher” education system to their children, nor the possibilities and practices prevailing there.

In its 2013 report, the Federal Statistical Office describes the terms "educationally close" and "educationally distant":

Educational distant
"Pupils whose parents have a maximum of a secondary school certificate"
Educational
"Schoolchildren, at least one parent of whom has a university entrance qualification"

The term u. a. by using the terms “educational proximity” and “educational distance” in connection with the detailed evaluations of the PISA studies ; there it was found that children of “educationally disadvantaged parents” achieve significantly worse results on average than children of academics .

criticism

The term has many shortcomings and is therefore condemned as discriminatory, euphemistic and unclear.

Discrimination

The National Poverty Conference , an amalgamation of the five large welfare associations in Germany and the trade union, described the term as discriminatory, as it blamed those affected. One should rather speak of “people who have not been reached by education”. She added him to the list of "social non-words ".

Lack of definition

There is no uniform definition of this controversial term. In some cases, attempts are made to define the group of these people using personal characteristics such as gender, origin or first language. Other approaches go in the same direction, they formally z. B. to be determined by a comparatively small number of education certificates.

extenuation

The term is controversial, it is sometimes perceived as a euphemism ; From the point of view of the critics, the word "educationally distant" should z. B. often replace the word "uneducated" euphemistically. This increasingly gives it the same derogatory content (see euphemism treadmill ). Others consciously use the term “uneducated” because it is not an absolute term (unlike “uneducated”, which not only assumes that the people concerned have little, but no education).

Wrong spatial metaphor

The educational philosopher Roland Reichenbach has expressed himself on various occasions against the concept of educational distance. Among other things, he draws attention to the fact that the spatial metaphor of the adjective “educationally distant” suggests that the proximity or distance to education can be gradually determined. In addition, he points out that the lack of education is not a scientific term, but rather a rhetorical discourse term that is used in a politically correct way: Instead of "uneducated" people simply speak of "educationally distant" people.

See also

literature

  • Axel Bolder, Wolfgang Hendrich: Foreign educational worlds. Alternative strategies for lifelong learning. Leske + Budrich, Opladen 2000, ISBN 3-8100-2884-3 ( studies on educational science and educational research 18).
  • Pierre Bourdieu , Patrick Champagne: The internally marginalized. In: Pierre Bourdieu among others: The misery of the world . Testimonies and diagnoses of everyday suffering in society. UVK, Konstanz 1997, ISBN 3-87940-568-9 , pp. 527-533 ( Edition discours 9).
  • Heinz Bude : The excluded. The end of the dream of a just society. Carl Hanser, Munich 2008, ISBN 978-3-446-23011-8 .
  • Helmut Dornmayer: Further training for " uneducated " employees. IBE research report. Institute for Vocational and Adult Education Research at the University of Linz, Linz 2002.
  • Ingolf Erler: Stay away from education. What does “educational distant” mean? In: MAGAZIN adult education.at. The specialist medium for research, practice and discourse. 10, 2010 (PDF; 3.6 MB).
  • Peter Faulstich : Learning and resistance. In: Peter Faulstich, Mechthild Bayer (ed.): Learning resistances. Occasions for mediation and advice. VSA-Verlag, Hamburg 2006, ISBN 3-89965-150-2 , pp. 7-25.
  • Birgit Hammerer: Thematic handout: New learning cultures. Institute for Future Studies 2006.
  • Daniela Holzer: Resistance to further training. Abstinence from further training and the demand for lifelong learning. LIT-Verlag, Münster et al. 2004, ISBN 3-8258-7507-5 ( work - education - further education 3).
  • Monika Kastner: BiKoo - educational cooperative Upper Waldviertel. Evaluation of the Objective 3 project “Beginners”. Federal Ministry of Education - Science and Culture - Dept. Adult Education V / 8 Vienna 2006 ( materials on adult education. 1, 2006), online (PDF; 1.6 MB) .
  • Monika Kastner: Offers for those who are not educated as an instrument for learning regions. In: ÖIEB (Red.): Handbook of Learning Regions. Volume 3: Nationwide instruments. 3. Edition. BMLFUW, Vienna 2008, pp. 89–97.
  • Ingo Mörth , Susanne Ortner, Michaela Gusenbauer: Low-skilled people in Upper Austria - the path to further training. (With the collaboration of Sandra Kettner, Andrea Palmetshofer and Alfons Stadlbauer). University of Linz, Linz 2005.
  • Network people first: This is what we fight for: We want to be called “people with learning difficulties”! 2005-2008.
  • Bernhard Obermayr: Educationally distant groups - definition and indicators. no year
  • Erich Ribolits : Who are the uneducated here? In: Eveline Christof et al. (Ed.): Scriptless = speechless? Literacy and basic education in a market-oriented society. Studien Verlag, Innsbruck et al. 2008, ISBN 978-3-7065-4556-3 , pp. 133–121 (exercise booklet . Issue 131).
  • Ulla Sladek, Doris Kapeller, Ingeborg Pretterhofer: Learning from experience. Reaching target groups, barriers to further training and learning from the perspective of women who were previously unaccustomed to learning. Empirical study and development of new strategies. Eb Projektmanagement GmbH, Villach 2006 ( learn forever ).

Footnotes

  1. ↑ Dr. Steffen Schindler: Opening processes in secondary schools and the development of educational inequality. (PDF) Federal Statistical Office, 2013, accessed on January 1, 2017 .
  2. ^ National Poverty Conference. February 25, 2013. List of social non-words
  3. ^ Roland Reichenbach: About educational distance . In: Mercury . 69th year, no. 793 , August 2015, p. 5–15 ( merkur-zeitschrift.de [accessed January 18, 2018]).