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| − | <div class="teaser-text">Often in democratic societies exclusion and discrimination are apparent and sometimes even increasing. In example, already privileged minorities feel empowered for social action. In contrast to a well planned diversity-conscious and participatory training, the world “outside” face a diversity dilemma: the more different interests exist in a society the less feasible a consensus or an equitable distribution of resources is. When dispute and even discrimination are logical – how diversity may persist or better representation of minority be enforced? </div> | + | <div class="teaser-text">Also in democratic societies exclusion and discrimination are apparent, inscribed in the structures of society. Affirmative action is a term for activities aimed at addressing them on a structural level.</div> |
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| | <div class=methodpage-content> | | <div class=methodpage-content> |
| − | ==We Need Positive Regulations==
| + | Regulations are an effective instrument to change structures. By establishing new rules we make it easier for excluded, underrepresented or discriminated persons to access these structures and to participate: A parliament, a job position, access to demanded social resources... One can distinguish between two types. |
| − | When structural conflicts or imbalance increase, we need ''regulation''. By establishing rules we ensure that in general people find ways to discuss their needs and interests. And more specifically, we ensure that disadvantaged people are better equipped to become involved and to use their rights to participate. When we think about the kind of rules we might introduce, we can distinguish between two types.
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| − | The first are ''restrictions'', which often apply to privileged people: Don’t interrupt anyone. Don’t shout. Let everyone contribute. Do not treat anyone unfairly.
| + | * '''Restrictions''' often apply to privileged people: Don’t interrupt anyone. Don’t shout. Let everyone contribute. Do not treat anyone unfairly. Use diversity-sensitive language. |
| | + | * '''Giving people privileges''': Regulations provide support for those people who usually experience (structural) discrimination. Such measures are called '''affirmative action, positive action''', or '''positive discrimination'''. |
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| − | In contrast, the other type of regulations ''gives people privileges''. These regulations provide support for those people who usually experience (structural) discrimination. Such measures are called ''affirmative action, positive action'', or ''positive discrimination''. | + | <div class=left-box> |
| | + | ===Examples for Positve Measures=== |
| | + | * Gender quotas for positions |
| | + | * Other quotas: In example, a board of an association is composed by proportional representation of each district covered by the association. Implementing quota for migrants, youth or other groups |
| | + | * Stipendia for students from minority groups |
| | + | * Training and mentoring for underrepresented groups |
| | + | * Speech time: Speakers‘ lists with equal contributions of male and female contributors. In parliaments speech time is shared according to the size of a parliamentarian group.<ref name=“WBC">N. Zimmermann, H. Fahrun, E. Skowron (Ed.): [https://www.mitost.org/publications/ Diversity Dynamics: Activating the Potential of Diversity in Trainings]; Berlin 2014; MitOst; ISBN 978-3-944012-02-5</ref> |
| | + | </div> |
| | + | <div class=left-box> |
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| − | ==Examples== | + | ===Affirmative Action=== |
| − | How does that look in practice? In some countries laws guarantee that a certain percentage of important board positions must be filled by females. If you are a female manager in such an enterprise (for example in Norway), then affirmative action increases your chances of attaining a top-level position. In other countries there are specific stipendia for students from minority groups. In many governments, both local and national, there are rules that guarantee that parties are allotted speech time proportional to their importance.<ref name=“WBC">N. Zimmermann, H. Fahrun, E. Skowron (Ed.): [http://www.theodor-heuss-kolleg.de/service/materials/diversity-handbook/ Diversity Dynamics: Activating the Potential of Diversity in Trainings]; Berlin 2014; MitOst; ISBN 978-3-944012-02-5</ref>
| + | "Positive steps taken to increase the representation of women and minorities in areas of employment, education, and culture from which they have been historically excluded."<ref name=stanford>After: http://plato.stanford.edu/entries/affirmative-action </ref> |
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| − | <div class=left-box>
| + | Source: Stanford Encyclopedia of Philosophy |
| − | ===Affirmative Action=== | + | |
| − | ''"Affirmative action means positive steps taken to increase the representation of any kind of minorities in areas of employment, education, and culture from which they have been historically excluded."''<ref name=stanford>After: http://plato.stanford.edu/entries/affirmative-action </ref>
| + | ===Positive Action=== |
| | + | "Positive action measures are proportionate measures undertaken with the purpose of achieving full and effective equality in practice for members of groups that are socially or economically disadvantaged, or otherwise face the consequences of past or present discrimination or disadvantage." |
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| | + | Source: [https://equineteurope.org/publications/exploring-positive-action-as-a-means-to-fight-structural-discrimination-in-europe/ Equinet] |
| | + | </div> |
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| | + | The nature of affirmative action policies varies from region to region. Legal frameworks implemented mainly two different approaches to positive measures. |
| | + | * The '''derogation approach''' implies that positive action is perceived as an '''exception''' to equal treatment. According to Equinet, the European network of equality bodies, this is "the approach that the European Union (EU) has traditionally taken." |
| | + | * The '''substantive approach''' perceives positive action as the necessary tool to '''achieve''' substantive equality in the first place. As written in Equinet's report, some European countries follow this philosophy.<ref name=equinet>Equinet European Network of Equality Bodies (2021). [https://equineteurope.org/publications/exploring-positive-action-as-a-means-to-fight-structural-discrimination-in-europe/ Exploring positive action as a means to fight structural discrimination in Europe]. Equality Law in Practice Working Group, Brussels</ref> |
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| − | The nature of affirmative action policies varies from region to region. Some countries, such as India, use a quota system, whereby a certain percentage of jobs or school vacancies must be set aside for members of a certain group. In some other regions, specific quotas do not exist; instead, members of minorities are given preference in selection processes.
| + | Read more about the topic, including an overview over recent developments in Europe: Equinet (2021). [https://equineteurope.org/publications/exploring-positive-action-as-a-means-to-fight-structural-discrimination-in-europe/ Exploring positive action as a means to fight structural discrimination in Europe] |
| − | </div>
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| | <div class=left-box> | | <div class=left-box> |
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| − | ===What you might do=== | + | ===What you can do=== |
| − | Which set of rules and procedures could be introduced into your training or lesson to ensure more equality in our society? In example, | + | Originally tested and improved in grassroots groups, then broadened into small businesses and in civil society organisations, over time the idea of female quota gained acceptance beyond the groups of its ideators and grew more and more mainstream changing the composition of governing bodies in business, civil society, and politics. Since 2003, the idea was enshrined in law in some countries and more and more countries are following. As a result, the under-representation of women on corporate boards has been somewhat mitigated and their share increased from around ten percent to about one-third (Arndt, Wrohlich 2019) <ref name=arndt>Arndt, P.; Wrohlich, K. (2019). Geschlechterquoten im europäischen Vergleich: Harte Sanktionen bei Nichteinhaltung sind am wirkungsvollsten. DIW Wochenbericht 38/2019; DIW Berlin — Deutsches Institut für Wirtschaftsforschung e. V.; https://doi.org/10.18723/diw_wb:2019-38-4</ref> |
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| | + | <i class="fas fa-arrow-right"></i> The example illustrates, how a measure created in a local context or on the ground can make its way through the entire society. Which set of rules and procedures could be introduced into your training or lesson to ensure more equality in our society? |
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| | *Minority rights in an assembly | | *Minority rights in an assembly |
| − | *Female quota on boards or in decision bodies | + | *Female, youth, or migrant quota on boards or in decision bodies |
| − | *Scholarships quotas for minorities | + | *Scholarships/participation quotas for minorities |
| − | *Specific supporting activities such as trainings or mentoring | + | *Specific supporting activities (trainings or mentoring) |
| | *Gender-equal lists of speakers in a discussion | | *Gender-equal lists of speakers in a discussion |
| − | *Codifications for the use of language or for behavior | + | *Codifications for the sensitive language or behavior |
| − | *Selection criteria for positions that are neutral or include skills of minorities or marginalized groups | + | *Neutral selection criteria for positions or criteria which recognize competences of minorities or marginalized groups |
| − | *Working conditions that allow everyone to get involved | + | *Creating conditions that allow everyone to participate |
| | + | *... |
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| | </div> | | </div> |
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| | <references></references> | | <references></references> |
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| | + | <hr class=boldline> |
| | + | <noinclude>{{:Block: Author Nils-Eyk Zimmermann}}</noinclude> |
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| | </div> | | </div> |
| | <div class="methodpage-infos"> | | <div class="methodpage-infos"> |
| − | <hr class=simpleline>
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| − | [[File:Created-by.png | 20px | Created By ]] [[User:Nils.zimmermann | nez]]
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| | <hr class=simpleline> | | <hr class=simpleline> |
| | ===Related:=== | | ===Related:=== |
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| | <hr class=simpleline> | | <hr class=simpleline> |
| | <div class=left-box> | | <div class=left-box> |
| − | '''Handbook:'''
| + | [[File:Diversity-dynamics.jpg | 250px | link=https://www.mitost.org/publications/]] |
| − | [[File:Diversity-dynamics.jpg | 250px | link=http://www.theodor-heuss-kolleg.de/service/materials/diversity-handbook/]] | |
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| − | H. Fahrun, E. Skowron, N. Zimmermann
| + | ===Diversity Dynamics: Activating the Potential of Diversity in Trainings=== |
| | + | MitOst Editionen 2015: [https://www.mitost.org/publications/ Read] |
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| − | ===Diversity Dynamics: Activating the Potential of Diversity in Trainings.===
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| − | [https://www.mitost.org/en/about-us/mitost-editions/diversity-dynamics-handbook.html Download]
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| | </div> | | </div> |
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| | </div> | | </div> |
