+ In the project we aimed to try out training approaches and tasks, which do not adress the obvious phenomena of racism, homophobia, machismo etc. in the area of didactics of diversity, but rather "unconsious bias" and "microinequities" and incorporate those in our repertoire. In other words, those misconceptions and behavioural patterns into which people and organizations fall that initially have a non-discriminatory self-image. This was important because our clients often assume that they per se neither produce significant exclusions nor that they frustrate evolvement of manifold potentials within their teams. + We wished to Improve communication strategies towards clients who demand traditional adult educational formats and thus are skeptical about new concepts in terms of content and methods. + By participating in structured courses we wished to exchange with trainers from other European countries . + Support mindfulness, work-life balance and energy levels of our trainers in order to retain the enjoyment for the work 2Kroner does. + Overall self-reflection of the trainers.
2Kroner delivers trainings and services centered around diversity, anti-discrimination and empowerment. We consider Germany to be a rather progressive but overall not one of the most innovative countries in diversity related issues. Thus we always had a high interest in approaches from Scandinavia. Througout the project DIVE - Didactics of Diversity we strived to dig further into current innovative developments from Scandinavia. Within the formal, certified adult education sector in Germany traditional seminar methods and routines still prevail (e.g. Powerpoint presentations, top-down organized seminars, no gender-appropriate language). 2Kroner is working on transferring didactics of diversity from other European countries in order to make adult education in Germany more open, appreciative, non-discriminatory and bottom-up (participatory). We were interested in best practice examples and exchange with trainers about how they introduce their clients into cooperative and non-discriminatory learning and teamwork. Through the individual mobilities we also wished to place a stronger focus on necessary times of reflexion and recreation. We consider it important not to "stew in one's own juice" - in both method and content.