Aiming for Diversity

How do politicians and teachers perceive the role of ethnic and religious diversity in education? Drawing on a qualitative vertical case study of Berlin's secondary school ethics classrooms, this book argues that two distinct logics of diversity - one inclusive, one exclusive - prevail in political and educational spaces. These competing logics shape pedagogical practices in both diverse and non-diverse classrooms, ultimately contributing to the devaluation and partial exclusion of diversity-related content from the curriculum.