Abstract
The multiple theoretical understandings related to the concepts of diversity and identity provide useful frameworks for exploring capacity-building in a range of complex and, at times, highly contested contexts. This chapter explores how participants in a number of education research studies make sense of diversity and identity as they seek to build their own and others’ capacities in formal and informal educational contexts. It concludes by highlighting key theoretical connections among the concepts of diversity, identity and capacity-building. These are illustrated by reference to empirical studies of Saudi university students in Australia, a university education research team in Australia and yoga teacher trainers in Australia and the United States.
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Suggestions for further reading
April, K., & Shockley, M. (Eds.). (2007). Diversity: New realities in a changing world. Basingstoke, UK: Palgrave Macmillan.
Cantle, T. (2012). Interculturalism: The new era of cohesion and diversity. Basingstoke, UK: Palgrave Macmillan.
Charvet, J. (2013). The nature and limits of human equality. Basingstoke, UK: Palgrave Macmillan.
Kidd, W, & Teagle, A. (2012). Culture and identity (2nd ed.). Basingstoke, UK: Palgrave Macmillan.
Taylor, Y. (Ed.). (2012). Educational diversity: The subject of difference and different subjects. Basingstoke, UK: Palgrave Macmillan.
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© 2014 Patrick Alan Danaher, Andy Davies, Linda De George-Walker, Janice K. Jones, Karl J. Matthews, Warren Midgley, Catherine H. Arden, Margaret Baguley
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Danaher, P.A. et al. (2014). Diversity and Identity. In: Contemporary Capacity-Building in Educational Contexts. Palgrave Pivot, London. https://doi.org/10.1057/9781137374578_5
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DOI: https://doi.org/10.1057/9781137374578_5
Publisher Name: Palgrave Pivot, London
Print ISBN: 978-1-349-47698-5
Online ISBN: 978-1-137-37457-8
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