The original article was originally published by Heike Kölln-Prisner in German.

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At the beginning of June 2024, Europe will once again elect the EU Parliament, setting Europe’s course for the coming years. Voter turnout for this election in Germany is notoriously low compared with national elections: it reached a low of 48% in 2014, but things looked better in 2019. Let’s see what happens in 2024. 

In view of the election (and the fear of a shift to the right), the call for political education in all sectors is becoming louder again. But beyond election dates, political education is also seen as a means of developing media skills in order to counter disinformation and fake news. More political education = more interest and enlightenment = more participation. Leaving aside the fact that it is not certain this theory is correct, adult participation in political education is low.  For 2022, the VHS (adult education centre) statistics (which represent by far the best data available for this sector) show that 5.6% of all courses at adult education centres deal with politics, society and the environment. There are many providers, from environmental associations to party-affiliated foundations, and not least the programmes provided by the Federal Agency for Civic Education. But is that all adult education does or can do in the way of political education? Definitely NOT. Because adult education in general is political, too. That’s right, not MIGHT be political; it IS political. When we acknowledge this, we recognise the impact that adult education can have in general. 

In her article on this topic, Gabriele Müller (Democracy education as a cross-cutting task in continuing education) uses an example from the AEWB (the Agency of Adult and Continuing Education) to show that adult education has always been political and that democracy education is a cross-cutting task in adult education. It is. Incidentally, it’s not just adult education that is political; this is true of education in general.

Adult education is often seen as a neutral activity that is detached from politics. However, this assumption overlooks the inherent political nature of education and the transformative power it has within society. The conscious politicisation of adult education is not about promoting party programmes, but about recognising that education is inherently political and has a profound impact, effecting social, economic and cultural change.

Essentially, adult education is about providing individuals with the knowledge, skills and critical thinking they need to navigate today’s complex world. It thus shapes perspectives, influences behaviour and can either reinforce or challenge existing power structures. When we recognise the political nature of adult education, we open the door to a more inclusive and equitable society.

It’s a bold theory. But here are some reasons why adult education is and should be political:

• Education is a powerful means of combating systemic inequalities. When we politicise adult education, we take direct action to tackle issues such as racial discrimination, economic inequality and social injustice. By recognising the political dimensions of these challenges, adult education programmes can focus on breaking down barriers and creating opportunities for marginalised communities. 

• Paulo Freire, a well-known educationalist, emphasised the importance of critical awareness in education. When we acknowledge and embrace the political nature of adult learning, we encourage learners to critically examine the social, economic and political structures that shape their lives. This perspective empowers individuals to challenge injustices, campaign for change and actively participate in democratic processes.

• A politically engaged population is an essential prerequisite for a functioning democracy. Adult education programmes can play a crucial role in promoting active citizenship, participation in elections and community engagement. By integrating political discussion and civic education into general adult education, we foster informed citizens who get involved and contribute to the democratic process.

• Education is a means to achieve social change. (Didn’t Willy Brandt say that a while back?) By politicising adult education, we can advance social justice and human rights, promoting gender equality, LGBTQ+ rights, environmental sustainability and other progressive causes. Adult education programmes can serve as platforms for advocacy, activism and collective action in the interests of a more just and equitable society.

But how should adult education align itself? What political values should take centre stage? We don’t need to look far. How about the values of the European Union? I am an evaluator for the National Agency Education for Europe, and recently applicants for a project under the Erasmus+ programme had to sign to confirm that they accepted and would act in accordance with the values of the EU. What are these? 

Article 21 of the EU Charter, for example, states: 

1. Any discrimination based on any ground such as sex, race, colour, ethnic or social origin, genetic features, language, religion or belief, political or any other opinion, membership of a national minority, property, birth, disability, age or sexual orientation shall be prohibited.
2. Within the scope of application of the Treaties and without prejudice to any of their specific provisions, any discrimination on grounds of nationality shall be prohibited. (1)

That’s a good start. But there are more statements at EU level, and in my view they are a good starting point for an adult education that sees itself as political and whose programme, content and methods deliver on this. 

In conclusion, a quote: “A broad understanding of politics is underpinned by the incorporation of the political into many different areas in people’s everyday lives and by the politicisation of social issues. This means a wide range of activities in civil society become opportunities for political participation. The meaning of politicality, as we invoke it in this issue, is set against the broad background of what is meant by political; its aim is to produce, process and negotiate the political in adult education.” (2)

In summary, it can be argued that the politicisation of adult education is not a deviation from its core mission, but a recognition of its original political nature. Think of adult education at the end of the 19th century, the beginnings of workers’ education, and also women’s education. Embracing the political dimensions of adult education enables us to unlock its potential for social change and democratic renewal. Through inclusive, participatory and empowering educational practices, we can build a more just, equitable and democratic society for all.

That sounds good, I hear you say. How is it supposed to work? Curious? Then you’ll find initial examples here from my own practice during my career in adult education and, of course, examples I have come across in my role as an EPALE community motivator and evaluator. Do you have a good example of your own? Tell us about it here in the comments! We are looking forward to hearing from you! 

(1) Article 21 - Non-discrimination | European Union Agency for Fundamental Rights (europa.eu)

(2) (PDF) Politicality in adult education (researchgate.net)