C5: Strengthening Diversity, Fostering Cohesion


Original description: How can we ‘de-problematize’ the theme of diversity? Three researchers from different European countries share their thoughts on this topic and discuss them with you. In this session for practitioners, researchers and policy makers we hope to answer pressing questions about arts education in our (super-)diverse societies.

Jacqueline Roeder (Germany) presents the German concept of diversity-conscious arts education (’DiKuBi’). Eeva Anttila (Finland) presents the Finnish concept of arts education as a ’third, hybrid space’ where cultural differences are performed rather than silenced. And Evert Bisschop Boele (The Netherlands) presents the Dutch concept of ’idiocultural arts education’ which starts from the acknowledgment of the existence of the idioculture of each individual.


Results / lessons learned


1. Due to migration there is a growing attention for diversity and differences between groups and communities in Europe, also within the field of arts and cultural education. Not only migration increases diversity; all kinds of differences (gender, sexual orientation, ability-disability etc.) are becoming more widely acknowledged, visible, and accepted in educational institutions, communities and societies.  Diversity is not only related to differences between groups. Each individual is different and has his or her own ‘culture’.

2. Cultural differences should not be neglected, but should be stressed and celebrated. That way each and everyone gets a voice and learns about his/her own culture and that of others. 

3. Within arts education the teacher is crucial in paying tribute to cultural differences. She or he should help pupils and students to recognize and understand their own culture and that of others.