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| − | <div class=teaser-text>Anyone who believes that a vibrant civil society depends on individuals’ involvement must take into account that this may only be legitimized and actualized if at least two conditions are fulfilled. Every individual should have the same rights to articulate themselves and be involved. Second, there should be equality in chances for articulation and involvement. In our daily life and work, we all face the scarcity of these conditions. Developing diversity consciousness and managing diversity in groups equips our participants to shape a better quality of participation. This includes work against structural discrimination and under-representation of marginalized groups, fostering those who have not yet developed the capacities to become involved. And last but not least to encourage those people who have already developed these capacities to become advocates.</div> | + | <div class=teaser-text></div> |
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| | <div class="methodpage-content"> | | <div class="methodpage-content"> |
| | This term describes the fact that people have different needs, attitudes, beliefs, and viewpoints. Diversity can be seen as a positive approach towards plurality and equality according to a huge variety of characteristics, i.e. ethnicity, age, gender, religion, physical abilities, socio-economic background, etc. The opposite concept to diversity may be characterized as ''homogenity'' or ''conformity''. Diversity categories can be: | | This term describes the fact that people have different needs, attitudes, beliefs, and viewpoints. Diversity can be seen as a positive approach towards plurality and equality according to a huge variety of characteristics, i.e. ethnicity, age, gender, religion, physical abilities, socio-economic background, etc. The opposite concept to diversity may be characterized as ''homogenity'' or ''conformity''. Diversity categories can be: |
| − | <table>
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| − | <td> | + | ===Social diversity=== |
| − | '''Social diversity'''
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| − | </td>
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| − | <td>
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| | demographic characteristics such as age, status and ethnicity | | demographic characteristics such as age, status and ethnicity |
| − | </td>
| + | ===Personality diversity=== |
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| − | </tr>
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| − | '''Personality diversity'''
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| − | </td>
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| | [[Personality Styles | personality styles]] according to the way of thinking, acting and deciding, the attitude towards people and groups, or sensual perception | | [[Personality Styles | personality styles]] according to the way of thinking, acting and deciding, the attitude towards people and groups, or sensual perception |
| − | </td>
| + | ===Informational diversity=== |
| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Informational diversity'''
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| − | </td>
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| − | <td>
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| | background such as knowledge, education, experience, tenure | | background such as knowledge, education, experience, tenure |
| − | </td>
| + | ===Value diversity=== |
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Value diversity'''
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| − | </td>
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| | value and belief related attitudes | | value and belief related attitudes |
| − | </td> | + | </div> |
| − | </tr>
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| − | </table>
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| − | <br>
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| | <hr class=boldline> | | <hr class=boldline> |
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| | ==Attention to Backgrounds, Discrimination and Privileges== | | ==Attention to Backgrounds, Discrimination and Privileges== |
| | Diversity-conscious education pays attention to the backgrounds and affiliations of the people involved. The goals of this approach are not only to empower minorities or marginalized groups, but also to raise awareness among more privileged groups. Therefore, an important goal is to foster activities that reflect on power relations, representation practices, and normative patterns. | | Diversity-conscious education pays attention to the backgrounds and affiliations of the people involved. The goals of this approach are not only to empower minorities or marginalized groups, but also to raise awareness among more privileged groups. Therefore, an important goal is to foster activities that reflect on power relations, representation practices, and normative patterns. |
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| | ===External Dimensions=== | | ===External Dimensions=== |
| − | Educational background, work experience, appearance, parental status, marital status, geographic location, income, personal habits, recreational habits, religion | + | Educational background, work experience, appearance, parental status, marital status, geographic location, income, personal habits, recreational habits, religion. |
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| | ===Organizational Dimensions=== | | ===Organizational Dimensions=== |
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| | <hr class=boldline> | | <hr class=boldline> |
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| − | ==Associated term== | + | <div class=left-box> |
| − | In contrast to diversity, ''heterophobia'' is used to describe the rejection of the ''“other.”'' Heterophobia devalues behavior and lifestyles that differ from the “dominant norm” and often leads to hostility. <ref name=“GAW"> M. Gawinek-Dagargulia in: H. Fahrun, N. Zimmermann, E. Skowron: [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> | + | ===Associated terms=== |
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| | + | * [[Intersectionality]], describing an interplay of multiple discriminations and exclusions. |
| | + | * In contrast to diversity, ''heterophobia'' is used to describe the rejection of the ''“other.”'' Heterophobia devalues behavior and lifestyles that differ from the “dominant norm” and often leads to hostility. <ref name=“GAW"> M. Gawinek-Dagargulia in: H. Fahrun, N. Zimmermann, E. Skowron: [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> |
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| − | <br>
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| | <hr class=boldline> | | <hr class=boldline> |
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| | <div class=teaser-box> | | <div class=teaser-box> |
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| | ==Inspiring Handbooks and Sources== | | ==Inspiring Handbooks and Sources== |
| | From the community library | | From the community library |
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| | ===Related:=== | | ===Related:=== |
| | *[[Group-related and Interpersonal Aspects]] | | *[[Group-related and Interpersonal Aspects]] |
| | + | *[[Active Citizenship Education]] |
| | <hr class=simpleline> | | <hr class=simpleline> |
| | <div class=left-box> | | <div class=left-box> |
| − | '''Handbook:'''
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| | + | ===Diversity Dynamics=== |
| | [[File:Diversity-dynamics.jpg | 250px | link=https://www.mitost.org/publications/]] | | [[File:Diversity-dynamics.jpg | 250px | link=https://www.mitost.org/publications/]] |
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| − | H. Fahrun, E. Skowron, N. Zimmermann
| + | Activating the Potential of Diversity in Trainings. |
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| − | ===Diversity Dynamics: Activating the Potential of Diversity in Trainings.===
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| | [https://www.mitost.org/publications/ Download] | | [https://www.mitost.org/publications/ Download] |
| | </div> | | </div> |
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| | </div> | | </div> |
