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Diversitity & Inclusion in Schools und Teacher Education

Diversity and Inclusion in Teacher Education

Working with Diversity and Inclusion in School – a central topic of teacher education

What is Diversity?

On a conceptual level:

… diversity related to both individual and group characteristics

that are partially innate, partially individually acquired, and partially arise through policies and institutional practices. For example:

gender, ethnicity, culture, nationality, language, socio-economic status, age, mental and physical health, religion, etc.

all of these characteristics have in common that

  • they do not occur in isolation but in combination with one another

  • there is overlapping of varying categories of differentiation

  • they involve power and inequality structures

On a normative level:

  • diversity stands for the cherishing/appreciation of differences and the understanding of them as resources;

  • diversity emphasizes the uniqueness of individuals (cf. e.g. Aretz/Hansen 2002, S.8)

  • diversity clearly opposes discrimination on the basis of:

    • ethnicitifying attributions, nationality, education, age, language, gender attributions, bodily, mental and psychological impairment, religion or ideologies, etc.

Reference for the construction of difference guidelines

What is Inclusion?

Our understanding of inclusion …

Inclusion aims for the joint education of students with and without disabilities as well as a minimization of discrimination and a maximization of participation of all students.

Inclusion supports the continual development of values, attitudes, practices and institutional structures that seek to accomplish these aims.

Verbindung von Diversität und Inklusion
Dr. Isabel Sievers
Dr. Isabel Sievers