Aiming for diversity

inclusive and exclusive logics on ethno-religious diversity in Berlin’s secondary schools

Annett Gräfe-Geusch (Autor)

Buch | Softcover

200 Seiten

2025 | 1. Auflage
Verlag Barbara Budrich
978-3-8474-3143-5 (ISBN)

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Wie verstehen Politiker*innen und Lehrer*innen ethnische und religiöse Vielfalt? Auf Grundlage einer qualitativen vertikalen Fallstudie des Ethikunterrichts an Berliner Sekundarschulen argumentiert die Autorin, dass zwei unterschiedliche Logiken der Vielfalt den politischen und pädagogischen Raum beherrschen – eine inklusive und eine exklusive. Diese Logiken prägen die pädagogische Praxis in ethnisch und religiös vielfältigen und nicht vielfältigen Klassenzimmern und führen letztlich zu einer Abwertung und teilweisen Streichung von auf Vielfalt bezogenen Inhalten aus dem Lehrplan, wie die Studie zeigt. How do politicians and teachers perceive the role of ethnic and religious diversity in education? Drawing on a qualitative vertical case study of Berlin’s secondary school ethics classrooms, this book argues that two distinct logics of diversity – one inclusive, one exclusive – prevail in political and educational spaces. These competing logics shape pedagogical practices in both diverse and non-diverse classrooms, ultimately contributing to the devaluation and partial exclusion of diversity-related content from the curriculum.

DEDICATION
ACKNOWLEDGMENTS
TOWARD A PEACEFUL PLURALISTIC SOCIETY? GERMAN POLITICAL ACTORS BETWEEN INCLUSION AND EXCLUSION
Integrating Diversity? The Importance of Political Actors’ Negotiations
Diversity, Belonging, and Violence: Situating Ethics within the larger Socio-Cultural Context
The Case of Berlin
Inclusion and Exclusion of Diversity in Education Policy and Practice
Diversity in German Policy and Public Opinion
Understanding and Negotiating Logics of Diversity in Context: Research Question and Significance of the Study
Overview of the Study

TEACHERS AS POLITICAL ACTORS, DIVERSITY, AND INSTITUTIONAL LOGICS
Understanding and Negotiating Diversity at Various Levels of Society
Neo-Institutional Explanations of the Divergence between Policy and Practice
Teachers as Single-Level Actors: Advocating for a Multilevel Account
Bringing it all together: Constructing Diversity in Berlin’s Mandatory Ethics Instruction

METHODOLOGY
Introduction
The Case Study Approach
Sampling Strategy and Overall Sample Description
Access and Research Socio-Political Context
Data Analysis, Triangulation, and Validity
Limitations
Role of the Researcher
Conclusion

ETHICS AND THE QUESTION OF DIVERSITY: BERLIN’S QUEST FOR MORAL AND VALUES EDUCATION
Moral and Values Education in Berlin: A Contested Field
Losing Faith: Putting Moral and Values Education on the Political Agenda
Diversity Matters: The Speedy Introduction of Ethics Instruction
The Last Rebellion in a Lost Culture War: The Referendum for Mandatory Religious Education
Productive and Destructive Diversity
Arriving at Diversity

TEACHING FOR PEACE AND INTEGRATION? LOGICS OF DIVERSITY IN ETHICS TEACHING
Striving for Integration
Heterogeneity of Practice and Teachers as State Agents
Teaching about Diversity: Exclusive and Inclusive Logics in Diverse and Non-Diverse School Contexts
Creating a Peaceful Pluralistic Society: Teaching Approaches and Their Underlying Logics
Political Actors and Diversity: Teaching Diversity in Ethics

THE STRUGGLE FOR LEGITIMACY: REMOVING THE STIGMA OF DIVERSITY FROM CLASSROOM TEACHING
Reforming Berlin’s Schools to Include Diversity?
Legitimacy, Diversity, and Change
The Challenge to Ethics’ Legitimacy: Not just a Waste of Time (“Laberfach”)
Invoking Professional Logics for Improvement: Teaching Degrees and the Disciplinary Grounding
Changing the Idea of Ethics Instruction: From Multidisciplinary to Philosophy Instruction
Finding Legitimacy and Losing Diversity?

BEYOND ETHICS INSTRUCTION: SCHOOL REFORM AND DIVERSITY MANAGEMENT IN EDUCATION
Oscillating between Inclusion and Exclusion
A German Identity Crisis: Continuity in Diversity Constructions between Inclusive and Exclusive Logics
Discontinuities Between Political and Classroom Level: The Question of Gaining Legitimacy
The Implications of Logic Continuity and Discontinuity between Policy and Practice
Teaching Diversity: Towards a new Pedagogy?
Beyond Ethics Instruction

Erscheinungsdatum	11.09.2025
Reihe/Serie	Studien zu Differenz, Bildung und Kultur ; 20
Verlagsort	Leverkusen
Sprache	englisch
Maße	148 x 210 mm
Gewicht	266 g
Themenwelt	Sozialwissenschaften ► Pädagogik ► Bildungstheorie
Schlagworte	Dealing With Diversity • Diversitätsbildung • Diversitätsgestaltung • diversity design • Diversity Education • Ethics Education • Ethikunterricht • ethnic and religious diversity • ethnische und religiöse Diversität • intercultural education • Interkulturelle Bildung • lehrer*innen • qualitative comparative research • qualitative vergleichende Forschung • Secondary School • Sekundarschule • Teachers • Umgang mit Diversität
ISBN-10	3-8474-3143-9 / 3847431439
ISBN-13	978-3-8474-3143-5 / 9783847431435
Zustand	Neuware