Repeatedly, students are singled out as “special” deviations from the norm. This occurs when people fixate on an “exotic” background, unusual needs or abilities, or fundamental difference ascribed to them. It doesn’t matter whether these singled-out attributes are considered positive or negative. However, in most cases this process of Othering – extracting individuals from a common norm – devalues the “other” and inflates the value of one’s own group.

In your teaching, you can take steps to prevent Othering. For example, you can refrain from addressing students based on a presumed identity or avoid singling out their national origin, their gender, or their sexual orientation. This is easier if you – with the support of your university environment – expect a diverse norm in which diversity is normal.

You can practice such educational approaches in workshops or advisory meetings with your colleagues. The Reflection on Methods section also offers some guidance on this.

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Weiteres dazu unter: Starterkit, Methoden

Literatur:

Beauvoir, Simone de. 1995. Das andere Geschlecht: Sitte und Sexus der Frau. 29.-32. Tsd. Reinbek bei Hamburg: Rowohlt.

Eggers, Maureen Maisha. 2005. Rassifizierte Machtdifferenz als Deutungsperspektive in der kritischen Weißseinsforschung in Deutschland. Zur Aktualität und Normativität diskursiver Vermittlungen von hierarchisch aufeinander bezogenen rassifizierten Konstruktionen. In Mythen, Masken und Subjekte. Kritische Weißseinsforschung in Deutschland, Hrsg. Maureen Maisha Eggers, Grada Kilomba, Peggy Piesche, und Susan Arndt. Münster: Unrast Verlag.

Said, Edward W. 2009. Orientalismus. Frankfurt am Main: Fischer.

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Version April 2017. Unless otherwise stated, this content is licensed under a Creative Commons Attribution-Share Alike 4.0 International licence.