Abstract
This contribution centers on the critical question of how the engagement with cultural diversity in education can be approached and framed sensibly and theoretically substantiated. It begins with retracing the fervent discussion that surrounds the concept of diversity in education, highlighting and systematizing seminal positions that have emerged in pedagogic discourse at large and in foreign language education research in particular. To illustrate these theoretical vistas from an exemplary point of view, it will then zoom in on queer-oriented considerations in the context of a multifaceted approach to diversity in education. This discussion seeks to synthesize and illuminate the myriad complexities and simplistic pitfalls often associated with diversity education. Based on these inquiries, the article concludes with a productive heuristic that conceptualizes the engagement with diversity in education and pedagogic praxis as a complex ‘moving target’.
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Lütge, C., Merse, T. (2020). Approaching Diversity in Education: Pedagogic and Queer Perspectives. In: Lütge, C., Lütge, C., Faltermeier, M. (eds) The Praxis of Diversity. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-26078-1_7
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