Beyond Diversity, Equity, and Inclusion in Education

Towards Belonging and Societal Transformations
Erscheinungsjahr 2026
ISBN: 978-3-032-04503-4
Verlag: Springer-Verlag GmbH

Buch, Englisch, 354 Seiten, Format (B × H): 155 mm x 235 mm

This edited volume offers insights into Diversity, Equity, Inclusion and Belonging (DEIB+) in intercultural education, presenting new studies, teaching practices, and theoretical perspectives. Through these critical examinations, the book challenges our understanding of intercultural education as it is experienced in schools, higher education, and informal educational contexts. Section one provides an introduction to the book, tracing the evolution of DEIB+ and application. Section two explores intersectional areas in intercultural and diversity-sensitive education. Section three examines emerging research orientations, methods, and methodologies from both the Global North and Global South. The final section showcases promising practices that reimagine critical cultural competence, pluralism, intercultural teaching, and transformative approaches.

This volume features selected papers presented at the International Association for Intercultural Education (IAIE) Conference 2024, entitled Diversity, Equity, Inclusion and Belonging in Education to Transform Society held at the Chemnitz University of Technology, Germany, March 26-28, 2024.

Chapters 1, 2, 5 and 14 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Zielgruppe

Research

Autoren/Hrsg.

Gross, Barbara

Montero-Sieburth, Martha

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

1. Introduction.- 2. Moving beyond Diversity, Equity and Inclusion in Education: Addressing Belonging in and for Diversity-Sensitive Intercultural Education.- 3. When Will We ever Learn? Confronting the Deja Vu’s of the Approaches in Multicultural and Intercultural Education.- 4. The Role of Teachers in the Construction of Inequality in Multilingual Classrooms.- 5.  Mediatising Policy Debates about Migration and Education in England and Germany.- 6. “Milk and Cookies”: Investigation of Children's Conceptions of Skin Color.- 7. Doing Gender in the Music Classroom – Interactional (Re)production of Difference and Gender.- 8. Creating Social Networks in Spaces of Belonging: An Exploratory Study among Unaccompanied Young Migrants in the Basque Country (Spain).- 9. Using Collaborative Research to Promote Inclusion and Equity within Education Systems.- 10. From Emergency to Stability: Intercultural and Linguistic Responses in a Multicultural Italian Primary School.- 11. Core Teaching Practices in Planning Intercultural Dialogues between Knowledge Systems to Support Science Teachers in non-Western Contexts.- 12. Participatory Theater as a Tool for Intercultural Dialogue: an Ensemble Theater Performance with Future Educators and Young Inmates in a Greek Prison.- 13. Towards an Intercultural Construction of Science Teaching: Reflections on the Use of Communal Practices.- 14. Reimagining Critical Intercultural Competence: Perspectives on Decolonial Interculturality.- 15. Integrating Intercultural Didactics into Digital Master Courses on Research Competence Development.- 16. “I Tick all These Boxes in Terms of Privilege”: Post-Primary Teachers’ Ideas of Privilege and Implications for Intercultural Education in Ireland.- 17. Thinking Culture beyond Relativity and Dogma. Intercultural Pedagogy as Joint Expedition on the Tension Fields of Plurality.

Über Autor(innen)

Barbara Gross is Associate Professor in Intercultural Education at the Free University of Bozen-Bolzano, Italy. She is Board Member of the IAIE and Managing Editor of the journal Intercultural Education. Her research interests include diversity-sensitive and critical intercultural education, (in)equity in education and society, intersectionality, and the internationalisation of education.

Martha Montero-Sieburth is Professor Emerita of the College of Education and Human Development at the University of Massachusetts-Boston, USA. She co-leads informal care/social support in IMISCOE’s Family, Welfare, Care and Life Course Standing Committee. Her research focuses on teacher education, school-community ethnography, bilingualism, participatory research, and reflexivity in migration undertaken in the U.S., Latin America, Spain, and the Netherlands.