Cultural Diversity and Individual Identity in Educational Contexts: A Multi-Level Instrument for Relational Diversity Education (MIRDE)

Dr. Dagmar Riemelmoser

doi:10.5771/9783748970118

Summary

Discrimination within Austrian schools is rising at an alarming rate. Through an analysis of US young adult literature and qualitative interviews, valuable insights are provided into the challenges and benefits associated with diversity. The focus is on the perceptions of pupils and teachers regarding ethnocultural diversity and the conflicts associated with it. The innovative teaching project MIRDE is presented as a solution, aiming to promote intercultural skills. It prepares pupils to become competent citizens in an increasingly pluralistic society and equips them with key skills for dealing with conflicts arising from diversity.

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Bibliographic data

Edition: 1/2026
Copyright Year: 2026
ISBN-Print: 978-3-7560-3999-9
ISBN-Online: 978-3-7489-7011-8
Publisher: Nomos, Baden-Baden
Series: Nomos Universitätsschriften – Pädagogik
Volume: 1
Language: English
Pages: 279
Product Type: Monograph

1. Acknowledgement No access
1. Introduction No access Pages 11 - 16
1. 1. 2.1.1. Studying Culture No access
  2. 2.1.2. Intercultural Communication No access
  3. 2.1.3. Intercultural Understanding No access
  4. 2.1.4. Stereotyping No access
2. 2.2. Identity: Definition and Meaning No access
3. 2.3. A Definition of Diversity No access
4. 2.4. Summary No access
1. 3.1. Numbers and Facts on the Austrian School System No access
2. 1. 3.2.1. From “Foreigner Pedagogy” to Diversity Pedagogy: On the Development of an Educational Approach No access
  2. 3.2.2. Requirements of Intercultural Competence No access
  3. 3.2.3. Theory and Practice: The Inclusion of Intercultural Learning in Austrian Schools No access
3. 3.3. Summary No access
1. 4.1. Research Questions No access
2. 4.2. Literary Analysis No access
3. 1. 4.3.1. The Qualitative Paradigm: The Six Principles of Qualitative Research No access
  2. 4.3.2. Methods: The Problem-Oriented Interview and the Focus Group Interview No access
  3. 4.3.3. Interviews – The Perks and Complexities No access
  4. 4.3.4. Study Participants No access
1. 1. 5.1.1. Observations on Diverse Cultural Backgrounds No access
  2. 5.1.2. Cultural Bias as Self-Defense and Result of Discrimination No access
  3. 5.1.3. Disadvantages Based on Racism No access
  4. 5.1.4. Summary No access
2. 1. 5.2.1. Observations on Diverse Cultural Backgrounds No access
  2. 5.2.2. Cultural Bias as Self-Defense and Result of Discrimination No access
  3. 5.2.3. Instances of Conflict in the Novel Based on Racism No access
  4. 5.2.4. Disadvantages Based on to Racism No access
  5. 5.2.5. Summary No access
3. 1. 5.3.1. Cultural Bias as Self-Defense and Result of Discrimination No access
  2. 5.3.2. Instances of Conflict Based on Racism No access
  3. 5.3.3. Identity Issues Based on Cultural Differences No access
  4. 5.3.4. Disadvantages Due to Racism No access
  5. 5.3.5. Summary No access
4. 1. 5.4.1. Cultural Bias as Self-defense and Result of Discrimination No access
  2. 5.4.2. Incidences of Conflict Based on Racism No access
  3. 5.4.3. Identity Issues Based on Cultural Differences No access
  4. 5.4.4. Summary No access
5. 1. 5.5.1. Cultural Bias as Self-Defense and Result of Discrimination No access
  2. 5.5.2. Identity Issues Based on Cultural Differences No access
  3. 5.5.3. Summary No access
6. 1. 5.6.1. Observations on Diverse Cultural Backgrounds No access
  2. 5.6.2. Cultural Bias as Self-Defense and Result of Discrimination No access
  3. 5.6.3. Incidences of Conflict Based on Racism No access
  4. 5.6.4. Disadvantages Due to Racism No access
  5. 5.6.5. Identity Issues Based on Cultural Differences No access
  6. 5.6.6. Summary No access
7. 5.7. Summary and Discussion No access
1. 1. 6.1.1. Perception of Cultural Diversity and Diversity in Schools No access
  2. 6.1.2. Experiences with Cultural Diversity in the School Setting No access
  3. 6.1.3. Advantages of Diversity in the Classroom No access
  4. 6.1.4. The Multicultural Classroom as Place of Studying, Learning and Understanding No access
  5. 6.1.5. The Multicultural Classroom as Means of Promotion of Cultural Awareness No access
  6. 6.1.6. The Multicultural Classroom as Means of Promoting Integration and Cultural Exchange No access
2. 1. 6.2.1. Supporting Cultural Diversity in Austria through Multicultural Classrooms No access
3. 1. 6.3.1. Support for Teachers from Within the School No access
  2. 6.3.2. Support for Teachers from Outside the School No access
4. 1. 6.4.1. Conflicts between Pupils No access
  2. 1. 6.4.2.1. Racism, Stereotypes, and Inequity No access
    2. 6.4.2.2. Language and Language Use No access
    3. 6.4.2.3. Intercultural Conflicts No access
  3. 6.4.3. Institutional Manuals in the Context of Conflicts Connected to Cultural Diversity No access
5. 6.5. The Role of Diversity Teaching in Teacher-Training No access
6. 6.6. Intercultural Learning and Intercultural Competence in the AHS Classroom No access
7. 6.7. Lookout: Potentials of Diversity Teaching and Inclusion of Diversity in the Austrian Classroom No access
8. 6.8. Summary No access
1. 7.1. Step 1: Reading No access
2. 1. 7.2.1. What is a Digital Story? No access
  2. 7.2.2. Digital Storytelling and Teaching Intersectionality No access
  3. 7.2.3. Digital Storytelling as a Reflective Process No access
  4. 7.2.4. Digital Storytelling as a Practice of Meaning-Making and Building of Relationships No access
  5. 7.2.5. Digital Storytelling as a Tool for Empowerment and Autonomy No access
  6. 7.2.6. Digital Storytelling as a Teaching Tool No access
3. 7.3. Step 3: Open Discussion No access
8. Discussion and Conclusion: The MIRDE Teaching Project as Tool for Conflict Prevention in Diverse Societies? No access Pages 229 - 234
9. Sources No access Pages 235 - 246
1. 10.1. Teacher Guide No access
2. 10.2. Pupil Guide No access