Official Discourses and Educators’ Everyday Practices: Effects on Inclusive Education

• In Event: Roundtable Session 95
  In Roundtable Session: Teacher Discourse on Issues of Race and Ethnicity in Rural and Urban Programs

Abstract

This paper investigates official discourses and discursive practices of teachers’ pedagogy and their understandings of diversity, examining its influence on inclusion for minority students. The review maintains anti-racist and critical multicultural education lenses, as they lend insights to ideology behind social justice and equity, and provide useful approaches to achieving inclusion. Through examining scholarly works, and utilizing critical discourse analytical methods, the analysis highlights notions of colour blindness, denying differences, “Othering,” and celebration of diversity. It also outlines supports for inclusion (i.e., professional development/learning, managing curricula overload/sense of burden, and change agents). This paper argues for incorporating more critical analysis and pedagogical stances toward issues of diversity, serving to destabilize oppressive and prejudicial social and power structures entrenched within schools.

Author

• Amanda Ajodhia-Andrews, OISE/University of Toronto