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| Diversity consciusness needs to be developed on different levels of learning environments. M. Loden and J. Rosener distinguish between primary dimensions which are shaping "an individual’s values, self image and identity, opportunities and perceptions of others", and secondary diversity dimensions which construct the social identity. <ref name=loden>[http://www.loden.com/Web_Stuff/Dimensions.html M. Loden]</ref>. Gardenswartz and Rowe added an organizational layer. | | Diversity consciusness needs to be developed on different levels of learning environments. M. Loden and J. Rosener distinguish between primary dimensions which are shaping "an individual’s values, self image and identity, opportunities and perceptions of others", and secondary diversity dimensions which construct the social identity. <ref name=loden>[http://www.loden.com/Web_Stuff/Dimensions.html M. Loden]</ref>. Gardenswartz and Rowe added an organizational layer. |
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| + | ===Internal Dimensions=== |
| + | Age, race, gender, sexual orientation, physical ability, ethicity |
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| + | ===External Dimensions=== |
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− | '''Internal Dimensions'''
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− | '''External Dimensions'''
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− | '''Organizational Dimensions'''
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− | Age, race, gender, sexual orientation, physical ability, ethicity
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| 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=== |
| functional level within an organization, content field, school/university, seniority, management status | | functional level within an organization, content field, school/university, seniority, management status |
− | </td></tr></table> <ref name=gr>After Gardenswartz/Rowe: [http://www.gardenswartzrowe.com/about.html#div Four layers of diversity]</ref>
| + | <ref name=gr>After Gardenswartz/Rowe: [http://www.gardenswartzrowe.com/about.html#div Four layers of diversity]</ref> |
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| </div> | | </div> |
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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.
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:
Social diversity
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demographic characteristics such as age, status and ethnicity
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Personality diversity
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personality styles according to the way of thinking, acting and deciding, the attitude towards people and groups, or sensual perception
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Informational diversity
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background such as knowledge, education, experience, tenure
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Value diversity
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value and belief related attitudes
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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 consciusness needs to be developed on different levels of learning environments. M. Loden and J. Rosener distinguish between primary dimensions which are shaping "an individual’s values, self image and identity, opportunities and perceptions of others", and secondary diversity dimensions which construct the social identity. [1]. Gardenswartz and Rowe added an organizational layer.
Internal Dimensions
Age, race, gender, sexual orientation, physical ability, ethicity
External Dimensions
Educational background, work experience, appearance, parental status, marital status, geographic location, income, personal habits, recreational habits, religion
Organizational Dimensions
functional level within an organization, content field, school/university, seniority, management status
[2]
Associated term
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. [3]
Inspiring Handbooks and Sources
From the community library
Diversity in Youth Exchange Checklist
from German-Polish Youth Exchange
Download
My ID Training Background Reader
Of the project My ID (My Identity, My Idea to be Myself) on sexual orientation and gender identity (in schools)
Download
DIVE-IN
A guidebook of guidebooks for facilitators in Diversity & Inclusion pedagogies
Download
Stories that move
Free online tool for teaching about diversity and discrimination
Website
Trainer Manual: Mainstreaming Gender into Peacebuilding Trainings
Dr. Cordula Reimann, CORE
Download
Resource Mobilization Toolkit
FRIDA's toolkit (not only) for girls, young women and trans youth
Download
Toolkit Social Inclusion
Toolkit 8 of Council of Europe
Download
Ideas, resources, methods and activities for non-formal intercultural education
Download
Diversity Dynamics: Activating the Potential of Diversity in Trainings
Heike Fahrun, Eliza Skowron, Nils-Eyk Zimmermann, MitOst
Handbook for Facilitators
Download
Gender Matters
A manual on addressing gender-based violence affecting young people
Download
Building Trust in Diverse Teams
A concise facilitation handbook by OXFAM
Download
Inclusion A-Z
How to manage inclusion in international projects
Download
Understanding You(th)
Exploring Identity and its Role in International Youth Work
Download
Diversity Style Guide
By R. Kanigel/Journalism Department at San Francisco State University
Online
Innovation Diversity - New approaches of Cultural Encounter in Europe
Un-Label's handbook on inclusive art practices
Download
Diversity Toolkit
to University of Southern California's Guide to Discussing Identity, Power and Privilege
Website
References
Related:
Handbook:
H. Fahrun, E. Skowron, N. Zimmermann
Diversity Dynamics: Activating the Potential of Diversity in Trainings.
Download