Martin Luther University Halle-Wittenberg


Further settings

Login for editors


Research Prof Dr Jörg Dinkelaker

Titel: Promotionskolleg "Vermittlung und Übersetzung im Wandel - Relationale Praktiken der Differenzbearbeitung angesichts neuer Grenzen der Teilhabe an Wissen und Arbeit" an der Martin-Luther-Universität Halle-Wittenberg (Laufzeit: 01.10.2019 bis 31.10.2022)

Gegenstand des Promotionskollegs sind veränderte Konstellationen und Praktiken der Vermittlung und Übersetzung angesichts der fortschreitenden Digitalisierung, Automatisierung und Globalisierung von Arbeitszusammenhängen. Vermittlung und Übersetzung werden dabei als zwei Modi des Umgangs mit Grenzen der Teilhabe in den Blick genommen und in transdisziplinärer Ausrichtung (Erziehungswissenschaft, Betriebswirtschaftslehre, Linguistik und Soziologie) im Kontext gesellschaftlichen Wandels empirisch untersucht. Im Horizont relationaler Vermittlungs- und Übersetzungsbegriffe wird nach Herausforderungen, Gelingensbedingungen und Grenzen der Ermöglichung von Teilhabe gefragt.

Weitere Informationen

Doing Life course in Educational Practices: Variations of referencing to life courses in adult education events (Duration: 01.01.2017 to 30.09.2018)

In this project we scrutinise the situated, collaborative generation of life course narratives in the context of adult education classes. By means of this empirical analysis we aim to develop a multi-level theoretical model of the social organisation of educational events. Our particular interest resides in identifying the ways in which adult education emerges via the entanglement of changing societal regimes as they determine and prescribe the life course and the specific, individual lives of the participants as they are narrated.


The history of adult education as reflected in the empirical analysis of prospectuses (Duration: since 01.10.2017)

In this project we trace the development of adult education in the former East German states of Thuringia, Saxony and Saxony-Anhalt before and after the caesura of 1989 by means of an analysis of prospectuses (“Programme” and “Arbeitspläne”) issued by adult education centres (Volkshochschulen). Our chief source for the analysis of transformations from 1947 onwards is the online archive of the German Institute for Adult Education (DIE). We use prospectuses held by local archives in the region to trace the dynamics of institutionalisation in the period between 1919 and 1933.


  • Ebner von Eschenbach, M./Dinkelaker, J. (2020): Der Wandel im Anbieter-Adressat_innen-verhältnis an der Volkshochschule Halle im Jahr 1921 analysiert anhand der Umschlagseiten ihrer Arbeitspläne. In: Dörner, O./Dinkelaker, J./Grotlüschen, A./Käpplinger, B./Molzberger, G. (2020): Vergangene Zukünfte – Neue Vergangenheiten. Geschichte und Geschichtlichkeit der Erwachsenenbildung. Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE 2019. Opladen: Barbara Budrich.
  • Ebner von Eschenbach, M. & Dinkelaker, J. (2019). Arbeitspläne als Quellen zur Geschichte der Volkshochschulen in der Weimarer Republik. SPURENSUCHE. Zeitschrift für Geschichte der Erwachsenenbildung und Wissenschaftspopularisierung 28, 77-89.

Participating in adult education: Processing relations between biography and culture in adult education events (Duration: 01.01.2010 to 15.06.2016)

This video-based study is centred on the comparative analysis of trajectories of participation in selected adult education classes and courses. The careful reconstruction of different ways of becoming, being and remaining involved in educational interaction leads to a theoretical reconsideration of how we might understand “participating” in educational settings. The research shows that participation is a form of social doing accomplished in interactive sequences of collaborative coordination and cannot be adequately conceived of as a merely individual phenomenon.


  • Dinkelaker, J. (2017): Reversible Selektivität. Zur videobasierten Rekonstruktion pädagogischer Interaktionen. In: Heinrich, M./Wernet, A. (Hrsg.): Rekonstruktive Bildungsforschung – Zugänge und Methoden. Wiesbaden: Springer VS, S. 141-158.
  • Dinkelaker, J. (2017). Aufmerksamkeit in pädagogischen Situationen    Handbuch Schweigendes Wissen: Erziehung, Bildung, Sozialisation und Lernen - Weinheim: Beltz Juventa, S. 380-391.
  • Dinkelaker, J. (2016): Aufmerksamkeit als Kategorie einer Empirie pädagogischer Situationen. In: Meseth, W./Dinkelaker, J./Dörner, O./Kunze, K./Neumann, S./Rabenstein, K. (Hrsg.): Empirie des Pädagogischen und Empirie der Erziehungswissenschaft. Beobachtungen erziehungswissenschaftlicher Forschung. Bad Heilbrunn: Klinkhardt, S. 110-124.

Doctoral research projects

Melanie Gabert

Title: Narration in andragogical educational contexts or storytelling in adult education: A study of stories and narratives used by adult educators in educational settings (working title)

Duration: 2018 - 2022

Supervisors: Prof. Jörg Dinkelaker (Martin Luther University Halle-Wittenberg), Prof. Michael Müller (Hochschule der Medien Stuttgart)

This doctoral research project explores the didactic forms and functions manifested by the narratives adult educators use in the course of their work. It proceeds via the narrative analysis of data gathered using videography in a range of educational settings, taking account of didactic approaches in adult education. Alongside the content of the narrative and the observed form of its presentation, the research identifies the function or functions fulfilled by the narrative; put differently, it seeks to uncover, via an educator-focused narrative view of the material, the manifestation of didactical principles therein, taking a theoretically action-focused approach to this endeavour and proceeding from a pluralistic assumption as regards the principles potentially present. The narrative didactics of adult education whose generation is the object of this study will pursue the objective of theoretically undergirding the development of the field alongside producing recommendations from and for adult education practice on the basis of the empirically-derived premises to which the study will give rise.

René Hornung

Title: Academia constructing interrelationships between pedagogical and police discourses (1970s-present)? Academic communication about pedagogy on the boundary between pedagogical and police communication: a view from systems theory (working title)

Duration: 2013-2020

Supervisor: Prof. Jörg Dinkelaker (Martin Luther University Halle-Wittenberg)

Referencing the theoretical debate around the increasing overspill of pedagogical discourse in education studies, this thesis seeks to gain a more accurate picture of this phenomenon as it is currently in evidence across modern society and formulate the resulting implications for the academic study and practice of education. To this end, it attempts a nuanced construction of the relationship between pedagogical communication and communication taking place in other arenas, examining that relationship via the example of the police - a context of which the observation of pedagogical practices is aware, but of which research in this area has thus far neglected to provide a precise picture. The thesis therefore explores the construction in academic research of interrelationships between pedagogical and police discourses at the boundaries between the two types of communication, taking a historical, systems-based and empirical approach to the question. The fundamental theoretical concept undergirding the study’s qualitative research design, drawing on systems theory as proposed by Niklas Luhmann, reconstructs selected examples of academic text via methods adapted for the purpose.

Judith Mahnert

Title: Between a business head and a creative spirit: Observing subjectivations in entrepreneurs (working title)

Examiners: Prof. Jörg Dinkelaker (Martin Luther University Halle-Wittenberg)

My doctoral research project is dedicated to exploring, via theories of education, the routes people take to entrepreneurship, their performance of their roles as entrepreneurs, and the ways in which they manage, articulate and incorporate their self-employment and the launch of their business as facets of their relationships with their selves. The work takes an ethnographic approach via observation in various events, workshops and conferences with relevance to entrepreneurship, with the aim of identifying collective discourses and intercommunications around being an entrepreneur and particularly the individual and shared narratives that unfold in these discursive spaces. Focal themes emerging include success, modalities of entrepreneurship, and women as entrepreneurs. I propose that these observations are readable as self-directed adult learning processes and as documents contributing to an empirical science of the pedagogical.

Farina Wagner

Title: Processes of subjectivation in advisory services and settings around continuing education (working title)

Supervisors: Prof. Jörg Dinkelaker (Martin Luther University Halle-Wittenberg), Prof. Daniel Wrana (Martin Luther University Halle-Wittenberg)

My doctoral research, drawing on theories of subjectivation, analyses audio recordings of conversations within advisory settings around continuing education as processes of positioning.

In the context of the workplace, professional development and lifelong learning, advisory services on continuing education have the purpose of effecting change in clients’ relationships with their work by helping them make decisions coherent and contiguous with their lives to date. The relationships involved here are specific ones between the subject, the world of work, and that of education, co-generated in the situated dialogue between client and advisor, in the act of their speaking in and about positions towards, and in this context relationships with, their selves. The process of analysis seeks to identify the subject positions to which clients and advisors refer, which they explore and enter into negotiations around in their interaction; put differently, it attempts to pinpoint how specific advisory settings and encounters  around continuing education become the site of processes of subjectivation.

The thesis will analyse the character of the self-relationships thus observable as discursive events in process and subjects of negotiational interaction via an identification of subject positions and positionings. The empirical reconstruction thus enabled draws on the analysis of positionings within narrative analysis of ‘small stories’.

Habilitation research projects

Dr. Malte Ebner von Eschenbach

Titel: Volksbildung als plurale Praxis. Arbeiten zu einer kontingenzsensiblen Empirie der Institutionalisierungsformen des Lernens Erwachsener (Arbeitstitel)

Projektbeteiligte: Dr. Malte Ebner von Eschenbach, Erstgutachter: Prof. Dr. Jörg Dinkelaker (Martin-Luther-Universität Halle-Wittenberg)

Für die rezente Erwachsenenbildungswissenschaft stellt die »Wahrnehmungsbeschränkung« der Historiografie der Erwachsenenbildung auf die Weimarer Zeit ein »Erkenntnishindernis« dar, versperrt sie doch den Blick auf die Pluralität und den Reichtum des Lernens Erwachsener im Volksbildungswesen vor der Weimarer Zeit, das als Irritationspotential und als historischer Vergleich für die Vielzahl gegenwärtiger Institutionalisierungsformen des Lernens zu sensibilisieren vermag. Die historiografische Überblendung der pluralen Praxis der Volksbildung im Deutschen Kaiserreich führt bei eingehender Betrachtung zu zwei problematischen epistemischen Effekten: zunächst erweist sich die Dominanz der selektiven Historiografie der sog. »Neuen Richtung«, die die als »Alte Richtung« verbrämte Volksbildung vor der Weimarer Zeit mit einem Schleier volksbildnerischer Unbedeutsamkeit überzog, als ein epistemologisches Hindernis innerhalb der Erwachsenenbildungsgeschichtsschreibung. Darüber hinaus hat die fast ungebrochene Rezeption und Tradierung des historiografischen Verständnisses der Neuen Richtung für die rezente Erkenntnisproduktion der Erwachsenenbildungswissenschaft epistemologisch problematische Effekte, wirkt doch die tradierte historiografisch verengte Erfahrungsbasis der Neuen Richtung als Referenz untergründig in den Diskursen der Erwachsenenbildungswissenschaft fort.

Die Revisibilisierung der pluralen Praxis der Volksbildung im Deutschen Kaiserreich ist damit Einsatzpunkt, das Erkenntnishindernis zu überwinden. Vor dem Hintergrund einer kontingenzsensiblen und historisch-vergleichenden Empirie des Pädagogischen, die sich in Einzelfallstudien unterschiedlichen Institutionalformen des Lernens Erwachsener im Deutschen Kaiserreich annähert, wird dem Einsatz der Untersuchung stattgegeben, ein noch immer im Vergangenen schlummerndes Potential für als Vergleichshorizont zu erschließen und für Forschungsfragen der Erwachsenenbildung und Weiterbildung in seiner Breite fruchtbar zu machen. Insofern erlangt der historisch-epistemologische Zugang der Untersuchung einen besonderen Stellenwert, als dass Historiografie der Erwachsenenbildung nicht bloße Erinnerung meint, sondern Konstruktion und »Eingedenken« für ein vertieftes Verständnis der rezenten Erwachsenenbildungswissenschaft und der Erwachsenenbildung und der Reflexion kommender Entwicklungsaufgaben und gesellschaftlichen Herausforderungen.

Dr Maria Kondratjuk

Perspectives on boundaries and discourses around transdisciplinarity in educational science

This Habilitation project, consisting of various discrete publications, seeks to examine three to four divergent and yet linked sets of issues under an overarching thematic and theoretical umbrella, opening up a meta-perspective on the separate sub-projects via borrowings from and extensions of critical theory (specifically, in this case, critical educational studies and critical science research/science studies). In this way, the work will attempt to critique and reflect upon theories, methodologies and programmatic conceptions held and advanced by the field.

1. Transdisciplinarity in educational science

The principal focus in this sub-project lies on the transcending of boundaries (between disciplines, fields of study, points of view, etc.) and on attempts to define the constitutive core of educational science and to delineate a theoretical and methodological common ground for academics in transdisciplinary research contexts. The potential for acts of translation to serve as a basis for the attainment of a shared understanding is of special interest here.

2. Boundary-work in educational science

This part of the research seeks to pinpoint where exactly, in the transdisciplinary landscape, the boundaries lie; that is, for instance, where disciplines set their boundaries to others. It endeavours to explore the ways in which boundaries come into being and the process of boundary-drawing by educational studies, neighbouring disciplines, schools, traditions of theory and thought, etc., through discursive and other means. The research will examine potential or impending engagement with boundaries and the ways in which they are transcended via phenomena such as transdisciplinarity, alongside the use of boundary objects in translational processes and in the negotiations via which the lines are drawn.

3. Discourses in educational science: the example of qualitative research

How do discourses come into being, and which objects and subjects do they generate, specifically in educational science? The chief interest of this part of the research is in the retracing of discursive trajectories that uncover the emergence, the push towards prominence and the fall from discursive grace of topics within the discipline, responses to these topics, and the status of qualitative research in the field. The aim of the project is to present an exemplary case study of academic boundary-work.

Abgeschlossene Promotionen/Habilitationen

Abgeschlossene Promotionen

___Stefan Bleses
Titel: Gesundheitsförderung und Pädagogik zwischen gesetzlichem Anspruch und betrieblicher Wirklichkeit am Beispiel der Stressbewältigung

___Tina Helwig
Titel: Engagement als Ausdruck politischer Bildung

___Johanna Leicht
Titel: Die multimodale Konstitution und Transformation des Unterrichtsthemas

___Franziska Wyßuwa
Titel: Reden über Alles und Nichts in pädagogischen Weiterbildungsveranstaltungen? Zum Stellenwert lebensweltbezogener Äußerungen in Lehr-Lern-Situationen