Twisting paradoxes – implications for teaching and learning diversity

Abstract

Teaching diversity implies an awareness of the rise of complexity. Paradoxes are a sign of complex systems; they might arise and show ambiguity and ambivalence, which is likely to be hidden by reducing complexity in modern organisations. Paradoxes can also be unfolded instead of avoided. Based on a systems theory approach, we describe how paradoxes enable complexity to become observable and manageable. Teaching diversity provides educational opportunities to use paradoxes as beneficial irritants to expand students' frames of perception. There are three paradoxes described: the paradox of equity in difference, the paradox of difference in identity and the liberal paradox of tolerance. We unfold each paradox and explain how we use them in teaching diversity.