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Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teasing among children is frequent in school life. Continued exposure to verbal abuse has negative effects on children's development, including damage to their feeling of safeness and their self-image, withdrawal, and avoiding social situations. This essay focuses on developing the social competence of children who face continuing situations such as these, i.e., developing their ability to defend themselves psychologically and practically. It is based on a combination of a review of the literature and practice-based knowledge, and its main contribution is in organizing the ideas and presenting them in a three-stage methodical model that is intended for implementation in educational contexts, as part of social-emotional learning (SEL). Each stage is explained while linking it to the world of the educator. Developing competence to cope with teasing will contribute to the mental welfare of all students and help them to conduct themselves in a multicultural democratic society. [ABSTRACT FROM AUTHOR]

As HE professional educators in Social Sciences, we teach a curriculum which foregrounds inequalities. This includes inequalities related to diverse social groups and differences of race, class, gender, disability and sexuality, underpinned by global approaches. Learners are asked to reconsider the social world through a critical lens with perhaps very different explanations of inequalities and the (re)production of power. This paper illuminates early considerations arising from primary research of those teaching moments described as 'difficult' by our participants. The difficulty created for the teacher/student partnership is often experienced by us through the resistance by students who often cannot imagine a world view beyond their own. They can believe their way of knowing themselves in the world is how the world is for everyone. The critical educator recognises that in any given moment they are required to consciously manage the pedagogical illuminations of structural inequalities and individual agency. These difficult moments produce struggle for the student who is learning and pedagogical challenges for the lecturer. This paper captures a snapshot of some of the experiences of educators teaching diversity across a range of subject areas. We also reflect on the potential for professional development and possibilities for embedding best practice in preparing academic staff to deal with difficult moments. [ABSTRACT FROM AUTHOR]

At a time when difference is being actively diluted in the service of standardisation and conservative views of nationhood, stories about difference, and their semiotic and multimodal elements, provide rich grounds for critical engagement. This is especially the case with stories about highly visible cultural symbols, such as the hijab, worn in many school classrooms in countries like Australia. In this paper, we explore the use of critical analysis of multimodal elements as matters with which to think about cultural difference, through the picture book, The Proudest Blue — a story of Hijab and family by Ibtihaj Muhammad with art by Hatem Aly, 2020. This story presents to young people the notion of being strong in cultural difference via the symbol of the hijab. Our analysis draws on Cappello et al.'s 2019) Critical Multimodal Literacy approach to explore four dimensions: communicating with multimodal tools; re-storying, representing and redesigning; acknowledging and shifting power relationships and leveraging multimodal resources to critique and transform socio-political realities. We identify the range of multimodal tools the author and illustrator put to use to re-story and critique common misconceptions about the wearing of the hijab as a religious symbol. Making links between multimodal composition and critical analysis is a powerful way to affirm the significance of children's literature that addresses difference, a term often conflated with diversity which references dominant norms. It can also inspire children to story their own matters in ways that critique notions of cultural homogeneity. [ABSTRACT FROM AUTHOR]

Since the beginning of European settlement, New York's role as a centre of capitalist accumulation has been tied to international migration. Immigration has accounted for much of its population growth and the local culture is, by US standards, unusually cosmopolitan. Institutions, traditions and political accommodations created by earlier waves of migrants have shaped the life chances of later newcomers. At the same time, New York has long been home to vast economic and racial inequalities and ethnic succession, sometimes amicable, often not, has been a defining feature of the local culture. Yet, in contrast to much of the contemporary United States, the widely held belief that immigration and the resulting ethnic diversity are not only tolerable, but often economically and socially beneficial, continues to shape the reception of newcomers in New York. [ABSTRACT FROM AUTHOR]

This article addresses the ways in which UNESCO's ideological engagements are negotiated in the difference/diversity discourse as they are transferred from the international standard-setting level to the national and local contexts. It proposes the discursive construction of cosmopolitan internationalism as a framework for analysing the intersections of difference, located in the practicalities of internationalism, and diversity, tied to the ideals of cosmopolitanism, as they are manifested at the level of both the implementation of UNESCO's Diversity Convention and urban policy making in the city of Sydney. The analysis suggests that ruptures challenging the homogenising diversity discourse rise from the national and local policy-making level, with such discourse simultaneously becoming an instrument for international differentiation. UNESCO's normative cosmopolitan international tradition thus manifests itself as an obstacle against the emergence of transnational political spaces beyond the confines of the state, while it also carries with it a promise of facilitating such developments. [ABSTRACT FROM AUTHOR]

Dilemmas around differences among people may encapsulate ideological assumptions deep‐rooted in modernity, according to work on ideological dilemmas. In this article, we suggest that ideological struggles such as the one between racism and antiracism may further ingrain ideological dilemmas around difference and put certain identities at stake. In a qualitative study addressing constructions of difference in lay talk about diversity, lay people in Greece argued about the meaningfulness, value, and public character of difference, deploying two lines of argumentation: an 'objectivist' line affirming categorical differences and hierarchies; and a 'subjectivist' argumentative line which deprived categorical differences of any importance and simultaneously celebrated differences assuming that differences only lie in individuals' minds. For this latter line of argumentation, constructions of difference appeared to perform a non‐racist identity, making systematic comparisons to racists' alleged constructions of differences. Such comparisons were far less important for the objectivist argumentative line. These findings suggest that constructions of difference may be nested in ideological struggles, selectively reflecting the categorizations of the social world – and associated identities – advanced by ideological projects such as antiracism. The discussion points to theoretical implications for historical accounts of social categorization and social implications for current inclusive perspectives centred on diversity. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Canadian Association for Curriculum Studies is the property of Journal of the Canadian Association for Curriculum Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While linguistic difference has been identified as an organizational source of disadvantage for migrants, the construction of language requirements in relation to which these differences emerge has rarely been examined. Yet, this is key to understand the politics of difference. Taking a social constructionist approach and relying on the concept of the ideal worker, this article analyzes a case study of an organization that hires migrants for jobs that used to be conducted by local native speakers. This research shows how conflicting constructions of language requirements may emerge in relation to different contextual causal powers. This might lead migrants to be constructed as different and not different from contrasting ideal worker notions, resulting in their simultaneous inclusion and marginalization in jobs at the bottom of the labour market. Moreover, this conflict generates the notion of the ideal non-ideal worker, which may produce a hierarchical differentiation within the category of migrant workers. [ABSTRACT FROM AUTHOR]

This article explores how ethical agency, as 'other-oriented' caring, emerged from feelings of being 'different' in a cultural organization by drawing on feminist ethics of care. By analyzing interview material from an ethnographic study, we centralize the relationship between feelings of being 'different,' vulnerability and the development of sensibilities, practices and imaginaries of care. We elaborate on how vulnerability serves as a ground for caring with rather than for others, and illustrate how it allowed individuals to challenge both organizational, normative diversity discourses and essentialization of differences. We contribute to the literature on critical diversity management by furthering problematizations of instrumental diversity management from the perspective of care, and to the organizational literature on feminist care ethics by empirically exploring how ethical agency emerges from tensions related to feeling 'different.' While previous studies have shown how marginalized individuals use their sense of 'otherness' to negotiate, conform to and resist organizational norms, practices and discourses, we provide further insights on how it also can drive concern and care for others, and thus serve as possible ground for ethical change initiatives within organizations. [ABSTRACT FROM AUTHOR]

There is fundamental confusion and notable omissions within counselling and psychotherapy's adoption of diversity principles. This prevents the profession from achieving its aims of more respectful and efficacious clinical practice with certain populations. The article argues that uncritical over-reliance on ideas from outside the profession has resulted in a failure to appraise which groups might require specific attention. Unacknowledged confusion between celebratory and critical approaches to diversity is also identified as a source of practical muddle. Putatively radical assertions about understanding minority group experience are shown to actually exclude valuable ways of understanding social disadvantage, which might better enhance our understanding and efficacy. The article concludes by suggesting that the multiple difficulties within the profession's embrace of diversity can be understood in terms of a refusal to reconsider the theoretical, economic and organisational foundations of our therapeutic work to which questions of diversity pose a serious challenge. A case is made for a more open discussion of the relevant issues accompanied by a call for revised professional organization to support knowledge production. [ABSTRACT FROM AUTHOR]

Discussions around the curriculum and teacher training are relevant in contemporary society, especially due to the onslaught of hegemonic projects linked to neoliberalism. That said, the objective of the article is to explain a proposal for debate and analysis of political processes that involve disputes around the curriculum, as well as teacher training in the context of recent policies, having as a parameter the post-structuralist and critical theory of curriculum. The methodological procedure used is premised on bibliographical research and analysis of the National Common Curricular Base (BNCC) and the National Common Base for Initial Training of Basic Education Teachers (BNC-Training). At the end of the study, it was found that by exposing the neoliberal discourses present in educational policies from a poststructuralist and curriculum-critical perspective, we realized that these intensify social inequality and do not contribute to deepen reflections on cultural diversity, otherness and difference; these conceptions of alienating pedagogical ideas, in which political issues are not contemplated. Another aspect to be highlighted refers to the need for critical opposition to neoliberal policies, which affect education as a driving force of discourses that are disguised as the idea of quality and rights, but which, according to our analyses, intensify social inequality so much, as they do not contribute to deepen processes on teacher education from the perspective of difference. [ABSTRACT FROM AUTHOR]

This research aims to describe the lesson plan and the application of multicultural values learning through Pancasila and Civics Education subject at elementary schools. Multicultural education is important and should be provided in elementary schools as the multicultural education module can help students be more open to skin color, religion, ethnicity, race, language, and other differences. Pancasila and Civics Education also educate students about character; therefore, this subject is beneficial for teaching multicultural values. This research adopts a qualitative approach using a content analysis method. There are six lesson plan documents that were analyzed from three elementary schools in Jakarta. In addition, the participants consisted of 35 teachers, head teachers, and students at an elementary school. The study used document analysis as the main sources and in addition, interviews and observations were used to enrich the data collection. The study findings revealed that the lesson plan on multicultural education is found in elementary school students in the fourth grade of the first semester. The theme of multicultural learning is the beauty of diversity, with the sub-theme being the diversity of Indonesia. The purpose of learning is to make students understand the diversity of ethnic groups in Indonesia. Meanwhile, the case studies taught are about the Minang community in West Sumatra. This research has implications that multicultural learning needs to be taught to elementary school students. [ABSTRACT FROM AUTHOR]

The statement of the research project (Diversity and inclusion, overcoming fragmentation) stems from a current situation: how to combine diversity and inclusion, and how, therefore, to prevent fragmentation? If the questions have an immediately practical (how to?) and local dimension, they also refer to a whole historical, philosophical, religious, political background which comes from far in the history of Europe or of what Europe has become. It is this background that I would like to summon up, focusing on a few moments (for example, the introduction of the Greeks/Barbarians couple), on the setting up of both conceptual and political operators (for example, the 16th century savage becoming a primitive in the 19th century and, in the 20th century, an inhabitant of the underdeveloped, then developing world), by noting certain semantic evolutions (otherness, difference, diversity, racialized, against a background of increasing individualism), as well as the appearance of new concepts or, at least, new uses of these concepts, such as identity, which can form an alliance with difference (the right to be different), with development (since it is conceived in the former colonies as ‘endogenous’) and with heritage (from the most local to the universal). In short, marking some benchmarks and lay some groundwork for a long-lasting conceptual history of the modalities of the relationship between the other and the same.

This paper aims to discuss the issue of diversity from its incorporation into the training of health professionals through the analysis of the National Curriculum Guidelines (DCN) of two Brazilian undergraduate health courses: medicine and psychology. Thus, it debates the concept of diversity from the contribution of the social sciences, considering the multiple concepts in the nature of social and cultural differences, breaking with essentialist concepts of difference. Reflecting on how diversity appears in the curricular guidelines of these courses, it analyzes from recent studies how this has been considered in training and the main challenges. Intersectionality is an essential political theoretical framework to apprehend the articulation of multiple differences and inequalities acting in a dynamic, fluid, and flexible way from particular historical contexts. Thus, it is sensitive to address the issue of diversity in the training of health professionals. We highlight the importance of studying differences, suggesting an analytical framework that articulates discourses, practice, subjectivation, and social relationships. [ABSTRACT FROM AUTHOR]

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Linked Open Data (LOD) was designed to respect heterogeneity in source datasets. However, the fundamental mechanisms of interlinking require sameness without nuance, so Linked Data is at risk of the problems associated with lack of diversity in big data generally. This article investigates the tension between difference and sameness specifically as it relates to asserting the identity of entities. It links ambiguity in natural language and cultural expression to Derrida's notion of différance and the foundation of Linked Data structure in Peircian semiotics. Representing entities so as to foreground rather than suppress subtle differences or ambiguity is a challenge given the lack of anything in between owl:sameAs and owl:differentFrom that can be supported by formal logic. The reuse of Uniform Resource Identifiers (URIs) recommended as a best practice for data interlinking is troubled by confusion over the relationship between URIs and representation, whereas owl:sameAs suffers from a range of forms of misuse. Despite these challenges to representing nuance and ambiguity, however, there are several ways in which humanities researchers and cultural institutions can pursue better means of representing diversity and difference using LOD, particularly through interdisciplinary and multisectoral collaboration. [ABSTRACT FROM AUTHOR]

In this essay, from the contributions of the Philosophy of Difference and the appropriation of the idea of genius loci, we discuss the text in order to inquire about the place of difference in education for all people, having difference and freedom as human values. In ancient Rome, it was thought that every independent being had a guardian spirit. A spirit that brought life to people and places, and that kept them company from birth until the final day. This same spirit also affirmed the nature and essence of people and places. This is the concept of genius loci that we have embraced for this article. The unique presence of the genius loci matters in event, movement and autonomy. The places are liable to change while the genius loci is not conditioned to change the place or disappear. In the revolutionary and hopeful horizon of those who choose to defend and fight for a liberating, democratic and inclusive education for all people, the 'genius Difference' invites us to the resilience and empowerment of each educator to make a difference in the human constitution of those who arrive into your hands as your apprentices. [ABSTRACT FROM AUTHOR]

Diversity is a socially constructed idea where differences are assigned values that are in turn shaped by local socio-political exigencies and narratives. Interpretations of diversity in Anglo-Saxon contexts tend to revolve around identity markers, such as race, gender, (dis)abilities and nationalities. Looking beyond Anglo-Saxon contexts, this paper examines how teachers in Singapore understand student diversity through their practices of differentiated instruction and, consequently, how these perceptions and practices engage with issues of equity. Teachers in our study interpreted student diversity primarily as academic readiness – shaped by students' abilities, attitudes and families. These teachers' experiences illuminate how analysing practices addressing diversity yields critical insights around dominant narratives and ideologies. In particular, findings point to a contextually situated construction of diversity and understandings of equity that are attuned to the national narratives of meritocracy, multiculturalism and academic excellence in Singapore. [ABSTRACT FROM AUTHOR]

This article is a narrative review, and its objective was to identify the panorama of national academic production relevant to the themes of diversity and difference from the perspective of the Theory of Social Representations in the field of Education. Academic and scientific literature have published several studies that investigate these social phenomena. In this direction, we seek to deepen the theme by conducting research in the bases of articles and indexed journals, such as the Portal of Journals of CAPES and SCIELO, relating to the years 2010 to 2018. Throughout the text, after the descriptive analysis of the works, proceeded to a qualitative interpretation of the works. The results indicated that the number of studies dealing with diversity and difference in the educational space is incipient and, when presented, they are crossed by the phenomenon of inclusion of people with disabilities or address the issue of sexual and racial diversity. In this sense, diversity and difference do not suit everyone, as they only include certain categories and leave out the others. It was possible to notice that these themes are still delicate in the context of Education. The issue of diversity and difference in education suggests a discussion about the various processes of social exclusion and the school's participation in these processes. [ABSTRACT FROM AUTHOR]

This article investigates policies of cultural diversity and difference in the promotion of arts to school children. Based on historical examples from concert promotion for children in Norway the article examines how cultural difference has been produced and mobilized strategically in efforts aimed at strengthening diversity. It is argued that, on the one hand, constructions of difference play an important part in the development of cultural identity and visibility, while on the other hand, a focus on difference can be a basis for cultural categorizations, and potentially, for the formation of unfortunate stereotypes. The article is informed by debates and discussions on arts for children, with reference to theorizations of difference from anthropology and education studies. Questions raised concern how difference best can be addressed in the shaping of an inclusive, anti-oppressive education. [ABSTRACT FROM AUTHOR]

This paper consists of a collection of individual learning and developmental experiences in the area of diversity and difference, based on the author's participation in the 'difference; identity; diversity' workshop, as part of the Tavistock Clinic's child psychotherapy training. There is a discussion here of how this learning took place, through a consideration of relevant theory, historical context, and clinical examples within the workshop's individual seminars. In the seminars, the exploration of all these components was further enhanced by individual and group reflective processes, which formed part of the workshop. The paper highlights how the facilitating environment that was created through the containing net of all these components within the workshop allowed for my individual exploration of and learning about both internal and external diversity. This kind of learning is not commonplace in child psychotherapy trainings, which is to the detriment of child psychotherapists' individual development, the training process itself, and the profession as a whole. [ABSTRACT FROM AUTHOR]

The title evokes a conflict of paradigms between the foundations of Judeo-Christian civilization, the evolution of customs in postmodernity, psychoanalysis as a practice related to the regulation of enjoyment in the field of psychopathology and the discourse of Law that regulates the distribution of enjoyment in social bonding. Psychoanalysis was born under the paradigm of modernity. Freud unveiled the perverse and polymorphic origin of sexuality, which is subsequently subjected to law through the function of the Name of the Father. Many postmodern philosophers reject the primacy of the anatomical difference between the sexes, the infantile fantasy of castration and the fiction that bestows the leading role upon the father in the prohibition of incest. As a result, this article contrasts the concepts of difference and diversity and sexual self-definition. [ABSTRACT FROM AUTHOR]

Systemic racism, like many forms of difference and diversity, is poorly understood within the realms of counselling and psychotherapy. Whereas our profession has shied away from using its skills to explore the meaning and relevance of racism, this author over a number of years has studied many forms of intersectional otherness and recognises that racism is as much a relational experience between subject and other, both internally and externally. This paper therefore explores how an internalised experience of systemic racism can be understood through client work and dreamwork, offering ideas as to how the dreams of the racialised other may be understood; the symbolism, and the relevance of the racial complex hidden within them. [ABSTRACT FROM AUTHOR]

This paper develops a dialectical critique of organizational commitments to inclusion showing how, as rhetorical gestures, such commitments are undermined by practices of over-inclusion and exclusion. It argues that these practices are not distinct but interrelated aspects of the instrumental ways in which organizations respond to encounters with difference, limiting the latter's capacity to open up new ways of being, and of organizing. This theoretical critique is illustrated with reference to two examples of Primark's recent treatment of LGBTQ employees and communities. The first, the company's recent introduction of a range of Pride-themed clothes and accessories, illustrates how inclusion is pursued through an appropriating co-optation or 'over inclusion' of difference. The second, the company's treatment of a transgender employee and subsequent tribunal evidence, indicates how Primark's espoused commitment to inclusion is also undermined by an exclusionary negation. The discussion draws on insights from Judith Butler's writing on recognition and precarity to develop a recognition-based critique of how the simultaneous pursuit of twin strategies of over-inclusion and exclusion perpetuates a reification of difference, examining the consequences of this for those involved and for the critical evaluation of corporate commitments to inclusion more widely. [ABSTRACT FROM AUTHOR]

Copyright of Revista FAMECOS - Mídia, Cultura e Tecnologia is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Music art is a subject through which students get to know the folk tradition, get to know each other, become aware of each other’s differences, differences. They strengthen the psycho physical and social development. It helps us improve our mental abilities and also strengthens us physically. In this paper, I would like to show a few lessons in the subject of music art, in which students will learn about difference and expand knowledge, deepen their awareness of diversity. In these times when the world is changing radically (economy, health, public and cultural life, education), professionals in the field of education with the help of ICT equipment began to develop innovative ideas for working with our students, we began to build a new education system and training. We have introduced new learning approaches, methods, and techniques of teaching material through various applications and programs. I chose the MS Teams application to teach the material, where I prepared a special channel for students, which was secured and to which I added learning material every day, which we also processed and discussed at a video conference with my students. For example, in my posts I show a music art class where I show interactive work with my students. I prepared a Microsoft Power point for the lesson, thus enabling students to learn remotely with the help of ICT. At the video meeting, we felt like we were in school. [ABSTRACT FROM AUTHOR]

Copyright of Journal of International Business Studies is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article, I comment on responses to my Presidential Address offered by HyeRan Kim-Cragg and Hosffman Ospino. While I take on board their call to diversify the references on defending pedagogies of difference and hope, I caution against judging arguments on the grounds of the origins of their authors. Neither Enlightenment nor Counter-Enlightenment thought can provide a defensible basis for this dialogical pedagogy, I argue. So, we need a new start grounded in authors who eschew comprehensive universal views that marginalize particular groups such as the historic otherization of Jew and Judaism. [ABSTRACT FROM AUTHOR]

It is now widely acknowledged that the postracial fantasies ushered in by Barack Obama’s two-term election success are now in tatters. Yet debates on yellowface casting practices in contemporary Hollywood (also said to have evolved into “whitewashing” practices), in such films as The Last Airbender (M. Night Shyamalan, 2010), Aloha (Cameron Crowe, 2015), Doctor Strange (Scott Derrickson, 2016), Birth of the Dragon (George Nolfi, 2016), and Ghost in the Shell (Rupert Sanders, 2017), have resurfaced in recent times. These press controversies seem almost anachronistic after a generation of “intercultural” artistic theory and practice, “diversity” management training, and numerous academic discourses on otherness and difference, including those on cosmopolitan theory and practice. This article reviews yellowface practices and debates in contemporary times and puts them in dialogue with cosmopolitan aspirations of being “open to difference”, and argues that the latter cannot be taken as self-evident. It offers a way of thinking about yellowface practice via cosmopolitan pleasures evoked largely through modes of consumption, which “hollow out” the subjectivity of the character being depicted. On the site of the intersection between representation and subjectivity is where the identity politics occurs, yet, rather than universalising the issue, the article argues that a cosmopolitan approach should take on board localised conditions and contexts of production and reception in ways that acknowledge the multilayered complexity of the issues at hand.

This paper reviews recent work on childhood, youth and diversity in geography. It argues for a need to move from conceptualisations of super-diversity to notions of hyper-diversity. Such a move recognises how multiple facets of social difference extend beyond commonly used identity categories deployed in intersectional or superdiverse analyses. In particular, the notion of hyper-diversity enables an exploration of how identity categories articulate with materialities, feelings and everyday practices. The paper sets out some starting propositions for theorisations of hyper-diversity, childhood and youth, whilst recognising the need for critical reflection upon the term's usefulness, especially when set alongside other conceptual languages for understanding intersections of age with other forms of difference. Finally, the paper introduces the four articles that comprise this special issue. [ABSTRACT FROM AUTHOR]

Background & Aims: Research suggests that a therapist who works dynamically with their own explicit and implicit beliefs and attitudes, sourced in their own multilayered lived experience, may be better able to appreciate, and more accurately perceive, a clients' lived experience. This study aims to explore counselling psychologists' narratives around anti-discriminatory practice and to examine how counselling psychologists utilise self-awareness to make meaning of and to address the influence of potentially biasing explicit and implicit beliefs, on the therapeutic process in relation to difference and diversity. Method: Semi-structured interviews were carried out with six qualified counselling psychologists who graduated from UK-based counselling psychology doctoral programmes within five years previous to the study. Verbatim transcripts of the interviews were analysed using Interpretative Phenomenological Analysis (IPA). Findings: The analysis produced three master themes: 'Views toward anti-discriminatory practice'; 'Reflections on self-awareness of beliefs and attitudes in relation to difference and diversity'; and 'Actively working with difference and diversity in the therapy room'. Conclusion: The findings substantiate counselling psychologist's multifaceted and critical stance on anti-discriminatory practice. Participants were conscious of and sensitive to the relationship between self-awareness of potentially biasing beliefs and attitudes in relation to difference and diversity and therapeutic practice. Moreover, the findings suggest that core humanistic therapeutic skills, when aided by self-awareness and a reflective practice, can monitor potentially biasing and prejudicial attitudes in Counselling Psychology practice, thus providing a foundation for ADP from a counselling psychology perspective. [ABSTRACT FROM AUTHOR]

If historical approach which enables us to understand that behind the substantive indigenous which commonly refers to «the people who live on their place of origin», very different realities have existed throughout the time, nowadays, this notion is only partially valid since the situation of Indigenous people in America and Oceania is quite different from those in Africa or Asia. Ethnography and sociology and even political science cast a different light on this topic. The apparition and evolution of the term «indigenous» in law can also be an indication of the way the dominating power has looked upon populations considered as marginal and the place which is attributed to them in a given society. This could result in a potential right to specific institutions, to an education following the tradition of the group which provides the indigenous with a right to be different. The formal recognition of the indigenous statute thus gives access to a specific treatment and even to new sources of funding. If such a process, at a local level, can encourage new forms of appropriation of the collective memory and tradition, at a more global level, it stimulates the emergence of categories and social partitions associated with specific and more often than not exclusive rights which may have little to do with the notion of a State. However, far from reducing itself to the latter, such a cultural diversity can also constitute a major input to the organisation of the social and political life. The Cosmo visions and the social organisation which they suggest sustain the perspective of a social link which could be (re)activated while rethinking the Nature/Culture relationship.