Course Topics
Diversity dimensions, for example: - gender, - social and cultural background, - age, - sexual orientation - physical and mental condition, - world view, - religion, - membership of minorities. Diversification of diversity and intersectionality Socio-educational fields of action and methods: - Diversity and education in the context of the development of the individual and society. - Diversity and education in different phases of life and socio-educational fields of work.

Teaching format
Lecture, presentations, individual and group work

Educational objectives
Students should acquire a comprehensive overview of the different living conditions and opportunities of children, young people, adults and the elderly in our society and learn about possibilities and strategies for overcoming discrimination and disadvantage based on gender, origin, physical and psychological aspects, ideology, religion, socio-economic status, sexual orientation and cultural factors, socio-economic status, sexual orientation and cultural factors. Overcoming discrimination and promoting diversity places complex demands on socio-educational action, both in direct interaction with individuals and groups and in the professional design of organisations and institutions. Knowledge and understanding: Students should be able to analyse and conceptualise the foundations and significance of diversity and education for individual educational biographies and society. They will be familiar with basic theoretical and application-related concepts of constructive and transformational approaches to diversity in a socio-educational context and be able to relate them to school and extracurricular educational contexts. Applying knowledge and understanding: Based on theoretical approaches and applied case studies, students should be able to transfer the approaches of a pedagogy of diversity to their professional environment. Judgement: They will be able to critically and reflexively relate statements and different approaches to dealing with diversity to their normative background and question them. Communication: Presentation of concepts and projects. Learning strategies: Students are aware that ideas about diversity are permanently subject to temporal, cultural and social transformations and are constantly being questioned and reshaped. They are able to access the to access scientific resources. They have the necessary skills to derive application-related concepts from them.

Assessment
Presentation and written exam

Evaluation criteria
Criteria for the assessment of the oral examination elements are: Logical structure, clear argumentation, reference to literature, ability to critically analyse and reflect, use of scientific terminology. Criteria for the assessment of the written examination elements are: subject-specific knowledge.