In our paper we address aesthetic and art-based research and mediation approaches to diversity in the context of organised learning. In doing so, we will present image- and art-based approaches developed in the field of teacher education, with which shifts in relation to diversity in educational organisations become visible. The global crisis situation, which causes economic, ecological and social transformations, demands from pedagogy new forms of dealing with diversity. These transformations and the associated debates are often transported via the media. These debates often revolve around certain images that evoke emotional reactions. Against this backdrop, images continue to gain massive social significance. Therefore, the background of our research is the question of how diversity in educational organisations is negotiated visually or can be negotiated by trying out aesthetic approaches. From an organisational pedagogical perspective (Göhlich et al. 2018), we focus in particular on how the relationship between diversity, pedagogical professionalisation and educational organisations is expressed in images and can be dealt with. How is the relationship between one's own situatedness and positioning in relation to socially prefigured images dealt with in pedagogical professionalisation processes and how do these relationships become visible?

The theoretical background is provided by academic debates on diversity and organisation, whereby we start with approaches to diversity based on difference theory (Mecheril 2016; Czejkowska 2018). Pedagogical ways of dealing with difference move in a "trilemmatic" relationship of empowerment, normalisation and deconstruction (Boger 2019). We classify the aesthetic treatment of these relations as an aspect of pedagogical professionalisation, which emphasises the social conditionality of education as a critical approach (Messerschmidt 2020; Heidrich et al. 2021). In addition, the view of conditions that manifest themselves as dependencies on others - humans and non-human others as well as nature and technology - changes in the light of posthumanist omens. In view of the "posthumanist situation" (Braidotti 2013), the constitution of the self can be understood as situated. Not only human diversity plays a role in this, but also the diversity of species and the interconnectedness with the manifold technical conditions that help shape the human self-understanding and its numerous ways of interconnectedness with the world.

The methodological approach is based on epistemological possibilities of aesthetic thinking (Mersch 2015) and adapts participatory and image-reflexive approaches developed in two teaching and research projects. This ties in with aesthetic and art-based research approaches in Organisational Education (Weber 2018). In the participatory teaching and research project Visualising Diversity, processes for visualising diversity in the school context are reconstructed. Through the aesthetic processing of one's own image of diversity within the framework of an image-text portfolio (Sabisch 2007; Roth 2018), the situatedness of one's own images was to be explored, while leaving room for the expression of discomfort regarding socially dominant images. The portfolios were examined for breaks and changes in the students' orientations, which can refer to reflective moments and pedagogical professionalisation processes and the role of organisations. The comic Das brüchige Selbst (The Fragile Self) (Palaver 2023) seizes on the discomfort as unease concerning a post-humanist decentering of the self, but at the same time it also offers scope for a multi-perspective view of "the" human being and the notion of diversity. Using the method of comic-based research (Sousanis 2015; Egger 2020), images of diversity are thematised at the boundaries of the organisation. The constant fragility of the medium (Frahm 2010) allows post-humanist ideas of a decentered, relational self to be addressed to a certain extent. The comic seeks a way of articulating a self-understanding that, interpreted pedagogically, inevitably affects the framework of the organisation of educational opportunities in institutions.

The analysis of the visual-linguistic material shows the importance of powerful, socially prefigured and mostly digitally mediated images of diversity for learning in educational organisations. In particular, the portfolios' contradictions between text and image reveal the extent to which educational institutions reproduce, prevent, enable and negotiate certain views of diversity. The material shows that education and professionalisation in the context of diversity are primarily understood as an individualised task transferred to the subject. Diversity is thus affirmed and moralised, while structural problems associated with diversity, such as discrimination, racism and social inequality, are hardly visible. These results reveal a humanistic conception of a sovereign subject, who is charged with the challenges associated with diversity as a pedagogical task to be overcome individually. Posthumanist conceptions of the subject, as negotiated in the contribution of comic-based research, irritate these ideas. They represent a further possibility to reflect on the shifts in the significance of diversity in educational organisations and to generate other images. By putting images of diversity up for discussion, which make views that are taken for granted questionable, they ask for possibilities of a professionalisation that consciously faces the posthuman situation as a future task in organisations.

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