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Approaching Diversity in Education: Pedagogic and Queer Perspectives

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The Praxis of Diversity

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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Authors and Affiliations

  1. Institute of English Philology, Ludwig Maximilian University, Munich, Bavaria, Germany

    Christiane Lütge & Thorsten Merse

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  1. Christiane Lütge
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  2. Thorsten Merse
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Correspondence to Christiane Lütge .

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Editors and Affiliations

  1. Peter Löscher Chair of Business Ethics, Technical University of Munich, Munich, Bayern, Germany

    Christoph Lütge

  2. Institute of English Philology, Ludwig Maximilian University, Munich, Bayern, Germany

    Christiane Lütge

  3. Bavarian Center for Transatlantic Relations, Munich, Bayern, Germany

    Markus Faltermeier

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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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