Abstract
This chapter proposes broad-based approaches to decolonialization and diversity in German Studies. I suggest pedagogical strategies for language instructors, which focus on the intersections in students’ identity and discuss how these can be applied in a teaching environment for foreign language instruction that has been profoundly transformed through the internationalization of student cohorts by the so-called Melbourne Model of curriculum reform. The first section of this chapter discusses the impact of this model on the student cohort at the University of Melbourne. In the second section, I develop a model for assessing different diversity dimensions and their intersectionalities. In the third section, I discuss specific teaching strategies, which address diversity-related challenges in the foreign language classroom and help to provide meaningful experiences for students with heterogeneous backgrounds and experiences.
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