- University of Hildesheim ›
- Center for Diversity, Democracy and Inclusion in Education ›
- Focal Points ›
- Focal Points
The focal point looks at features of education systems and analyzes how these lead to different framework conditions at school and class level, and are ultimately related to different patterns of migration and stratified educational inequality. The macro perspective on systemic conditions implies an international comparative approach.
The ZBI is mainly concerned with antiziganism in the society, especially in the education system. Currently, anti-gypsyism can be seen as a structure of discrimination that adversely affects educational opportunities and opportunities in different ways.
As part of this focal point, the ZBI is working intensively on the intercultural opening of school in theory and practice. It also brings into focus the analysis of the representation and representation of social diversity in educational media.
Diversity & University
The ZBI supports the development and expansion of a comprehensive range of support and counseling services, which meet the needs of a diverse student body. For the purpose of inclusion-oriented and diversity-conscious accompaniment of the students, the ZBI regularly conducts diversity monitoring at the University of Hildesheim.
Cultural education is by now a complex field of work with heterogeneous actors, orientations and practices. Politics and pedagogy place hope in the cultural education and intuitively they are expected to inhere great potentials, e.g. contribute to the reduction of inequity in education and foster integration. The expectations of the effects are high and different discourses of legitimacy determine the landscape of the promotion.
The focal point ‘Multilingualism’ deals among other things with the study of the linguistic knowledge of multilingual children, research questions on multilingualism and the integration of refugees into university structures.
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The focal point ‘Sports – Participation – Perspectives’ embraces an examination of the dynamics of sport in the interplay between inclusion and exclusion. A critical-constructive, empirically oriented and theoretically reflected discussion of the opportunities and limitations of inclusion and exclusion processes in and through movement, games and sport is conducted. Categories such as otherness and inclusion, but also education-related potentials of sport, become reference points of reflection in research and teaching.
Under the vaguely formulated title of ‘Transcultural Music Education’, researchers from diverse disciplines encounter the special potentials of inclusion and exclusion in the context of music.