Abstract

We suggest that the complexities of diversity and diversity management are often left unacknowledged in diversity management education and that learning about diversity management is enhanced by discussing the challenges of diversity. We suggest that diversity is often defined too simplistically; paradoxes of diversity management remain unexamined; the validity of the arguments of the business case for diversity is rarely challenged; and difficult diversity questions are left unanswered. We elucidate a three-phase pedagogical framework to address these limitations. This innovative approach to teaching diversity management will help educators create a more accurate and meaningful conversation about diversity in both the classroom and the workplace.