Defining Diversity: an analysis of student stakeholders’ perceptions of a diversity-focused learning outcome

Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature

“…Setting: A large body of literature on appreciation of cultural diversity tends to focus on formal education. As Figures 6 and 7 show, while most of the programs were implemented at university level [40][41][42][43][44][45], only a handful of programs were conducted in a traditional classroom, mainly focused on primary schools [46]. 200).…”

“…Objective: The goals and objectives of the programs ranged from immediate to far-reaching impacts on participants' understanding, awareness and attitudes towards diversity, though diversity was defined differently across different studies. With the diversity component infused in the curricula, most programs aimed to promote greater appreciation of cultural diversity on school campus as well as in the wider community [40,41,43].…”

“…Students should get exposed to different narratives along the lines of race, class, gender, ethnicity, age, sexual orientation, religion, and other social dimensions. Kvam, Considine and Palmeri [41] are concerned about the way students communicate about diversity in and outside of the classroom, since communication is inherently power-laden. Scott and Sims [43] take diversity outside of the classroom.…”

“…Scott and Sims [43] take diversity outside of the classroom. Claiming that Geographically, diversity programs tended to be implemented in either North America [40,41,43,44,46], or in Europe [45]. One program was implemented in Germany and the US in partnership between two universities [42], while another focused on the United States and South Africa [47].…”

“…Description: Some of the programs aimed to expose and engage students with speakers and groups from diverse cultural backgrounds within the community [40,41,43]. Kubal et al [40] describe an artist in residency program.…”