The notion of knowledge, which I want discuss in my contribution, is based on micro-ethnographic research (Erickson 2006, LeBaron 2008) on interaction in adult education events. By analyzing audio and video recordings of such events, we try to understand how the participants interactively create and sustain in concert with each other a situated understanding of how learning is taking place within these events and of what is learned by participating (Kade/Nolda/Dinkelaker/Herrle 2014, Dinkelaker 2015, 2016). Hence, we do not start with a specific understanding of what is knowledge (and what is not), rather we trace the sequences of interaction, in which specific patterns of doings and sayings are defined as expressions of knowledge (or as expressions of lacking knowledge). Following this approach, we can figure out how "knowledge" may mean rather different phenomena, depending on the context in which people refer to it and how "learning" may take place in rather different kinds of ways depending on the situation in which it is performed. Such different kinds of doing "knowledge" and "learning" will be worked out in the proposed contribution by the example of three adult learning events which took place in Germany and have been video-recorded with two oppositely positioned cameras: a certified business course "management for craftsmen" ("Betriebswirt/in (HWK)"), a leisure time class "sewing for beginners and advanced persons" ("Nähkurs für Anfänger-/innen und Fortgeschrittene") and a "discussion group for elderly people" ("Gesprächskreis für Seniorinnen und Senioren"). The presented research aims for a better understanding of how people get involved in the enactment of certain notions of knowledge, ignorance and learning while they participate (Goodwin/Goodwin 2004) in adult education events. Observations about the kinds and dynamics of doing "knowledge" in interaction could be a valuable enrichment of the professional knowledge of educators, who are involved in the planning and realization of learning events.

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