@misc{Schachner2017,
  author    = {Schachner, Maja Katharina},
  title     = {From equality and inclusion to cultural pluralism},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {460},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-412589},
  pages     = {18},
  year      = {2017},
  abstract  = {Schools are a major context for academic and socio-emotional development, but also an important acculturative context. This is notably the case in adolescence, which is a critical period for the development of a social and ethnic identity, as well as moral reasoning and intergroup attitudes. How schools approach cultural diversity issues is therefore likely to affect these developmental and acculturative processes and adaptation outcomes. In the present article, the manifestation and effects of the most prominent approaches to cultural diversity, namely those guided by a perspective of equality and inclusion, and those guided by a perspective of cultural pluralism, are reviewed and compared in the context of multi-ethnic schools. The aim is to explore when and how the potential of cultural diversity can best flourish, enhancing the academic and socio-emotional development of culturally diverse students.},
  language  = {en}
}
@article{Schachner2017,
  author    = {Schachner, Maja Katharina},
  title     = {From equality and inclusion to cultural pluralism},
  series = {European journal of developmental psychology},
  volume    = {16},
  journal   = {European journal of developmental psychology},
  number    = {1},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {1740-5629},
  doi       = {10.1080/17405629.2017.1326378},
  pages     = {1 -- 17},
  year      = {2017},
  abstract  = {Schools are a major context for academic and socio-emotional development, but also an important acculturative context. This is notably the case in adolescence, which is a critical period for the development of a social and ethnic identity, as well as moral reasoning and intergroup attitudes. How schools approach cultural diversity issues is therefore likely to affect these developmental and acculturative processes and adaptation outcomes. In the present article, the manifestation and effects of the most prominent approaches to cultural diversity, namely those guided by a perspective of equality and inclusion, and those guided by a perspective of cultural pluralism, are reviewed and compared in the context of multi-ethnic schools. The aim is to explore when and how the potential of cultural diversity can best flourish, enhancing the academic and socio-emotional development of culturally diverse students.},
  language  = {en}
}