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‹ Büro trafo.K | 169 Global Learning in Museums as a Form of Cultural Education? Case studies Katrin Boemke | 177 Racism and Whiteness is Irrelevant to us!? A Look at Cultural Education from the Perspective of Critical Whiteness Theory Tobias Linnemann and Kim Annakathrin Ronacher | 187 Diversity Awareness in the Context of Cultural Education and Outreach with Refugees From the Idea to the Day to Day of the Institution Maren Ziese | 201 First Invited, then Photographed Images of Refugees in Museums and other Educational Institutions Kea Wienand | 217 Museum

. Abstract: Racism and Whiteness is Irrelevant to us!? A Look at Cultural Education from the Perspective of Critical Whiteness Theory Racism underlies the experiences and perspectives of ›white‹ people in our society, al- though generally speaking, the significance of whiteness is not perceived, nor mentioned by, white people. The perspective of critical whiteness, which was developed by people of color in opposition to racism, focuses on the otherwise undefined white subject and on white-dominated structures. This paper offers an introduction to the views of critical

of negotiation for questions affecting society as a whole? • How can individuals working in cultural education and outreach avoid redu- cing people to their status as refugees, and how do they nevertheless manage to make refugees and their stories visible? • How should cultural work with refugees be structured? What are the perspec- tives and methods which should guide the work? • What is the relation between cultural education and anti-racism work? • What role does cultural work and cultural education play in allowing refugees to make use of their participation

Korrektiver Blickwechsel Postkoloniale Einflüsse auf die Programmpolitik spezialisier ter Filmfestivals Verena Teissl There is a strange kind of tragic enigma associated with rac- ism. No one, or almost no one, wishes to see themselves as racists; still, racism persists, real and tenacious. (MeMMi 2000: 3) 1. blIcK Wechsel Der Stellenwert postkolonialer Einflüsse auf den europäischen und deutschspra- chigen Filmfestivalbetrieb ist hoch – auch und gerade in Zeiten der Globalisie- rung. Als Auflehnung gegen eurozentrische Denk- und Handlungsmuster haben

of an immigrant society, and which works at redressing prejudice, racism, difficulties in accessing basic healthcare, structural discrimination and tensions and conflicts in intercultural encounters. This paper discusses and reflects upon the issue of intercultural opening and its structural parameters, with a focus on the path toward cre- ating interculturally open institutions, as well as addressing the challenges faced by social services. The author continues by discussing strategies for intercultural opening in light of the current developments in

visions of the future are required? Queer Base is a first step towards this, and this paper attempts to bring together issues around listening and opening up spheres of possibilities with a critical perspective of hegemonic structures. What can be spoken about and what is kept silent? For example, that there are assaults on gay, lesbian and transgender people in Europe? Or that racism and Islamophobia is rife within the LGBTIQ community? A first steps. Mar ty Huber und Queer Base142 Am Rande der Veranstaltung »Human Rights Talk: LGBTQI Movements – Leaps, Bounds

that cul- tural education ought to explore a more clearly formulated perspective that is free of rac- ism. This would mean that it is not just minoritized groups that are addressed, but society at large. One of the fundamental consequences of an anti-racist cultural education would be Carmen Mörsch68 the growth of initiatives, projects, networking forums and organizations which are directed by the groups designated as ›problem groups‹ by the broader society. The paper ends with four points which are designed to support the planning, implementation and reflexivity

Bildungsteilhabe von Geflüchteten einsetzen und globale Perspektiven in der Bildungsarbeit ein- fordern: www.aufruf-fuer-solidarische-bildung.de/ 2. Diversität, Antirassismus-Arbeit und Interkulturelle Öffnung – Diversit y, Anti-Racism Work and Intercultural Opening 2.1 Die Antonio Amadeu Stiftung und das Deutsche Kinderhilfswerk haben prak- tische Handlungsempfehlungen für eine nachhaltige Willkommenskultur in Ju- gendhilfeeinrichtungen erarbeitet, die auch Antirassismusarbeit mit bedenkt: www.amadeu-antonio-stiftung.de/w/files/juan/15-punkte-plan_web.pdf 2.2 Mit einer

a reflection on the power relations in effect (racism, class privileges, dif fering roles within a capitalist division of labor) as well as the colonial nature of German cultural institutions Sandrine Micossé-Aikins und Bahareh Sharif i76 fails to be foregrounded? With this text, the authors hope to spark a re-contextualization of the topic of »flight and migration« and »refugees«, with which they aim to contribute to a more holistic, long-term discourse which enacts a marked critique of power structures, yet which eschews claims to totality. »Geflüchtete

3115254366762|(S. 189-207) T04_02 jedwab.p 115254367714 Jack Jedwab ➔ Canada’s Art of Diversity 191 ing objectives: promoting full and active participation of ethnic, reli- gious, and cultural communities in Canadian society; increasing pub- lic awareness, understanding and informed public dialogue about multiculturalism, racism and cultural diversity in Canada; improve the ability of public institutions to respond to ethnic, religious and cultur- al diversity by assisting in the identification and removal of barriers to equitable access and by supporting the involvement of