Lecture series

Lecture 1

The lecture by Prof. Dr. David Kaldewey (University of Bonn) uses the example of the functional area of science and higher education to show that what appears at first glance to be a global, uniform diversity imperative comes in variants, each of which can mean and effect different things.

The first part breaks down what exactly is at stake when researching diversity in the social and cultural sciences. A heuristic is proposed that distinguishes between diversity discourses, diversity practices and diversity strategies.

Starting with the question of why diversity should be managed, the second part then reconstructs various arguments underlying the institutionalisation of diversity management.

The third and final part points out that the demand for more diversity can refer to different aspects and groups and that goals and priorities should therefore be made transparent.

Lecture 2

Lecture 3

Families, mothers and fathers are under pressure, and not just because of the pandemic, climate crisis and inflation. Even 25 years ago, a study commissioned by the Konrad Adenauer Foundation stated that parents today place high demands on their role as mothers and fathers; they feel the need to do everything right when it comes to parenting. Fathers in particular find themselves in an uncertain situation: the change in the role model from breadwinner to carer collides in everyday family life with the increased demands of working life.

In his presentation, Hans-Georg Nelles outlines key points that make it possible to formulate offers regarding family and job compatibility that meet the needs of families, fathers and mothers.

Hans-Georg Nelles, father of three grown-up children and four grandchildren, is a social scientist, adult educator and systemic organisational consultant. He has been professionally involved in the field of work-life balance since 1998. Since 2008, he has been working as a freelance organisational consultant and author with 'Väter & Karriere' and, from July 2018, also as a father expert for the SKM Bundesverband e.V. and as chairman of the LAG Väterarbeit in NRW. He is also the author of the Vaeter.blog and tweets under @Vaeter.

Lecture 4

What does universal design actually mean in the school and university sector? And how can it be implemented concretely in everyday school and university life?

Following on from the definition of universal design in the field of education and the associated design options for equal opportunity participation in school and university educational processes, Dr.in Marie-Luise Schütt (University of Hamburg) will present proven and desirable examples of implementation from schools and universities. The conceptual challenges in schools and universities will also be shown as examples (and discussed, if necessary, after the lecture).

Lecture 5

Equality, diversity, and inclusion (EDI) have become an important part of the way institutions, including universities, are trying to foster an environment that is welcoming to all. This lecture by Prof. Dr. Caesar Alimsinya Atuire (University of Ghana / University of Oxford) focuses on the concept of de-barriering as an approach to EDI.

De-barriering requires an examination of the barriers that institutions have, as part of their identities, and yet are generators of exclusion. Whereas it is useful to employ measures to reach out to marginalized and underrepresented groups to include them in institutions and in decision-making processes, the focus of some approaches to EDI runs the risk of overlooking the necessary process of institutional self-examination. Such approaches, which emphasize empowering the vulnerable, may fail to tackle the fundamental structures that other and disempower.

The de-barriering approach draws the attention of institutions to ask what barriers they have consciously or unconsciously erected and whether these are necessary. For leading academic institutions, the de-barriering process also seeks to explore the tension between the aspiration to be top-of-the-class and the exclusions that are contained therein. The aim of the process is to trigger conversations within institutions and to trace a way forward for an environment where over-conformity is not always the condition to thriving.

Lecture 6

Education is a human right, however, it is not equally possible for everyone to claim this right. Already the beginning of our life determines our educational biography. Are we born into a family with lots of money or not? Did our parents pursue university studies? What is the first language spoken in our family? 

The myth our performance-oriented society is based on is that everyone can achieve everything, including upward mobility. However, numbers and statistics about educational equity tell another story. Our chances for a good life depend on the privileges that we are born with. 

In her talk, Mareice Kaiser speaks about unequal chances and about strategies towards more equity in the education system, personally and politically. This is an event for persons with and without university background.