Toward a Humanizing Pedagogy: Including Culturally and Linguistically Diverse Children With and Without Disabilities

• In Event: Confrontation: Expanding National and International Policies

Abstract

Contemporary early childhood classrooms are becoming increasingly diverse with various cultural, linguistic, and developmental complexity. Given the movement toward universal early education and care and inclusive education, early childhood classrooms have become important sites for including diverse young children with varying (dis)abilities. However, it is not all uncommon to witness unjust practices that marginalize young children with differences. Situated in an urban prekindergarten classroom, this paper aims to build evidences of inclusive practice to counter the common narratives of exclusionary practice that dehumanizes children on the margins. Looking through the emic view of the incidences from the classroom, the findings illuminate the meaning of inclusion and the critical role of the teacher as a mediators, facilitator, and visionary worker.

Author

• Seung Eun McDevitt, St. John's University