Diversity

The term diversity does not refer to a fixed, clearly defined concept, but represents a discourse that „addresses the question of the appropriate political, legal, economic and pedagogical handling of social diversity“ (Sievers 2013, 16 f.). Accordingly, there are two different understandings of diversity. On the one hand, diversity is understood as diversity with a focus on differences and, on the other hand, the understanding of a synopsis of similarities and differences (cf. Sievers 2013, 17).

Diversity and difference

Schönhuth states in this regard that the term can stand for diversity in the sense of range and variety, but also for difference in the sense of difference and particularity. It should be noted that diversity is used positively and difference negatively (cf. Schönhuth 2011, 52). Sievers also highlights two levels of diversity approaches, but distinguishes between an analytical and a normative approach. The former exclusively distinguishes diversity per se, while the normative approach positively evaluates the preceding descriptions and emphasizes the appreciation of every human being (Sievers 2013, 17).

According to Allemann-Ghionda, diversity is composed of individual and group-related characteristics. Moreover, she highlights that these are partly innate, partly individually acquired, and partly created by laws and institutional practice and frameworks. As examples, Allemann-Ghionda points to socioeconomic status, ethnicity, nationality, sex or gender, religion, and many more (cf. Allemann-Ghionda/ Bukow 2011, 25). Furthermore, according to Schröter, the diversity concept includes a demand for tolerance, anti-discrimination and the realization of equal opportunities (Schröter 2009, 79). Therefore, according to Schönhuth, the diversity concept becomes relevant in the interrelationship between cultural diversity and state or supranational action as well as in the workplace (cf. Schönhuth 2011, 54).

Diversity education and diversity management

The relevance of the diversity concept is reflected in more advanced concepts such as the diversity education concept and the diversity management concept. According to Barmeyer, the latter refers to an American concept „that recognizes the heterogeneity of members in an organization as an opportunity and that the associated potential of each individual employee […] should be valued and used effectively“ (Barmeyer 2012, 40).

In this context, there would be four dimensions of diversity – personal, internal, external, and organizational. The diversity education concept also focuses on diversity as a potential and challenge as well as a wealth of opportunities. In this regard, however, there would be a multitude of tasks that would have to be fulfilled. The concept is to be applied in education in the area of central cultural techniques, learning based on self-selected topics and own interests, through inclusive educational institutions with heterogeneous learning groups, internal differentiation, compensation for disadvantages as well as accessibility, etc. (cf. Hauenschild/ Robak/ Sievers 2013, 12-13).

Assessment of the diversity concept

As a point of criticism, it is noted in research that the diveristy concept is merely a reproduction of social distinctions, in which ‚colorfulness‘ is not the goal, but the problem. This is because it would not be about distinctions such as day and night, but about social inequalities in terms of distinctions between men and women, migrants and non-migrants, disabled and non-disabled, etc. (cf. Walgenbach 2017, 121).

Referring to this, Hormel formulates that diversity-related discourses attempt to combine two approaches, that of anti-discrimination programming and that of valuing social and cultural diversity to increase a variety of outcomes (cf. Hormel 2008, 21). Sievers states that the term diversity needs a definitional sharpening in order to be able to distinguish it from terms such as variety, heterogeneity, or difference and to convey more extensive content (cf. Sievers 2013, 18).

Literature

Allemann-Ghionda, Cristina/ Bukow, Wolf-Dietrich (eds.) (2011): Places of Diversity. Formats, arrangements and stagings. Wiesbaden: VS.

Barmeyer, Christoph (2012): Diversity management. In: ers: pocket encyclopedia of interculturality. Göttingen: Vandenhoeck & Ruprecht, 40-42.

Hauenschild, Katrin/ Robak, Steffi/ Sievers, Isabel (eds.) (2013): Diversity Education. Zugänge – Perspektiven – Beispiele. Frankfurt a. M.: Brandes & Apsel.

Hormel, Ulrike (2008): Diversity and discrimination. In: Sozial Extra 11/12, Praxis aktuell: Soziale Arbeit und Diversity, 20-23.

Schönhuth, Michael (2011): Diversity. In: Kreff, Fernand/ Knoll, Eva-Maria/ Gingrich, Andre (Eds.): Lexikon der Globalisierung. Bielefeld: Transcript.

Schröter, Susanne (2009): Gender and Diversity. Cultural studies and historical approaches. In: Andresen, Sünne/ Koreuber, Mechthild/ Lüdke, Dorothea (Eds.): Gender and Diversity: Nightmare or Dream Couple? Interdisciplinary dialogue on the „modernization“ of gender and equality policies. Wiesbaden: VS.

Walgenbach, Katharina (2017): Heterogeneity – intersectionality – diversity in educational science. Opladen/ Toronto: Barbara Budrich Verlag.