When the word diversity is mentioned in contemporary discourse, it evokes concepts like age, race, gender, religious expression, marital status and sexual preferences. While these are undoubtedly important markers of diversity, they are but the more or less obvious indicators that can lead to unproductive stereotyping. Hidden below the surface is a vast ocean of diversity that is harder to detect and consequently often ignored. Just a few examples of this diversity include: access to resources; knowledge; skills; physical health; emotional health; mental health; learning; development; personality; wealth; motives; intents; belief systems; and intelligence. This paper explores just a small part of that ocean in an attempt to bring to the surface one of the vital dimensions of understanding and responding to diversity. That part is that of learning and development. The paper is based on a transcendental phenomenological study of learning and development carried out by the author as a part of his doctoral studies. The conclusion drawn is that facing the endemic challenge of diversity of outcomes, which defies the best intentions of individuals and nations, will benefit from acknowledging, detecting and responding to diversity in learning and development and similar arcane characteristics of the community.
|Keywords:||Hidden Diversity, Learning and Development, Transcendental Phenomenology, Stereotyping|
Director, Professional Development Unit, Faculty of Business, Charles Sturt University, Bathurst, NSW, Australia
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