Embrace Inclusion
Let's Change Our Aim!What is the value of inclusion in our classrooms everyday? How can we find the value of diversity between our students? The message is clear. It is time to shift our purpose and implement supports to reach all students for the benefit of everyone. In inclusive schools, everyone has access to social, economic, political and cultural processes, and power dynamics and decision making are equitable. "[B]y embracing inclusion as a model of social justice, we can create a world fit for all of us" (Sapon-Shevin, 2003, p. 28). Figure 1. Adapted from blogsomemoore
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Transforming Inclusive Education
Moore (2016) illustrates different practices diverse schools and classrooms use (Figure 1) to understand inclusion. When showing her class this illustration, she first showed the 'Not Inclusion Circle' as inclusion. A student pointed out that there couldn't be individuals of the same color, so most people couldn't be 'green.' Thus, the goal of education is not to produce more of the same nor figure out why someone isn't green.
What should inclusion look like? To answer this, look at the circle labelled inclusion. This is in fact, inclusive. Schools need to figure out the unique characteristics of each student. As Moore (2016) insightfully asks, " What do they bring? What can they contribute because of their diverse expertise?" Schools need to support all students and utilize each individual's strengths. |
Top 7 Benefits of Inclusion &
Transformative, Inclusive Leadership
Transformative, Inclusive Leadership
"Change has to start with educators before it can realistically begin to take place with students” (Howard, 2007, p.18).
Transformative leaders require “a clear, moral purpose related to promoting both the private and public good” (Shields, 2013, p. 86).
Transformative leaders require “a clear, moral purpose related to promoting both the private and public good” (Shields, 2013, p. 86).
Adapted from Diversity Awareness and Action (2017).
Benefit #1 For the Common Good
According to Higgins (2011), schools provide students with collaborative spaces to explore social life and the good of public action.
He asserts public schooling is a convergent good, and it is not always recognized because of economic stratification. However, collectively we all pay the cost for educational inequity and reap the rewards for educational attainment. Each person affects others in the community, so schools need to embody public life as a communal concern where students are involved in local and global issues. Higgins (2011) explains that this leads to cultural renewal where universal questions are answered such as how one should live.Teachers should support students as they develop practices, make sense of how values in their context fit together, and how these inform life and affect communal value. |
Benefit #2 Gain Awareness of Self and Others
“Change has to start with educators before it can realistically begin to take place with students” (Howard, 2007, p.18).
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“Accurate information about ethnic and cultural diversity [is] necessary for both minority and majority students to counteract the negative discrimination and distortions perpetuated in conventional conceptions of knowledge and truth, in schooling generally, and in society at large” (Gay, 2013, p.49).
People must be aware of cultural cues especially “patterns of leadership, competition, fearfulness, self interest and lack of support” (Barth, 2002, p.8), which may perpetuate discrimination and distortions. Leaders can use the Johari Window, as a way to examine behaviors, the public, private, blind and unknown self (Luft, 1970 as cited in Glickman, Gordon & Ross-Gordon, 2014, p.104) to look at the assumptions, values and beliefs that guide practices in classrooms and schools. |
Benefit #3 Personal & Collective Growth and Achievement
“When we send our ideas out into the world, they change the people with whom they interact.But sending these ideas out and seeing how they interact with people, changes us as well” (Kastelle, 2013, p. 1).
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Personal and Collective Benefits of Collaboration (Schmoker, 1999)
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Benefit #4 Building Better Communities & Bridging Gaps
Benefits of Inclusion for the community and school attainment
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Culturally relevant teaching and leadership encourages learning together and inclusive practices. As stakeholders build shared understanding, they are more committed to organizational goals. Through this collaborative process, stakeholders become more engaged and gain greater capacity for shared action.
Schools need to transform from teaching-focused bureaucracies to learning-focused communities (Williams, 2010). Inclusive practices can build community and bring about sustained educational change (Jones, 2013). |
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Alberta Education promotes schooling for everyone and meets the needs of all students while building community and academic and social growth.
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Trudeau spoke about Canadians’ diversity as a source of economic talent and creativity at the World Economic Forum in Davos, Switzerland.
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Tackling social issues through critical dialogue and teaching well-being through cultural teaching and learning.
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Benefit #5 Social Justice: Restore Balance
“It is critically important to challenge the inequitable distribution of power as well as to understand how issues of power and privilege play out in schools…” (Shields, 2013, p. 46).
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Benefits of Restoring Balance for All (Shields, 2013)
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Benefit #6 A More Interconnected Society & Democratic Government
“Schools are microcosms of the wider community” (p. 86),and inclusive communities of difference facilitate interconnectiveness, global curiosity and citizenship" (Shields, 2013).
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“[A]ll parts of the world are interconnected, and...everyone has a stake in its survival” (Egbo, 2009, p. 100). In fact, the success of all affects the success of the whole, so we need to become more interconnected and culturally responsive citizens who can utilize diverse perspectives.
Cultural diversity and inclusion policies and programs promote tolerance, acceptance and reduce tension between groups, and this is associated with improved intercultural relationships and attitudes (Harell & Stolle, 2010). Moreover, these policies and programs support democratic values, employment equity and solidarity. For instance, Canada 150 sustains Canadians' sense of pride and belonging, supports Canada's vibrant communities, creates economic benefits and lasting legacies. This initiative engages Canadians from all sectors of society in celebrating an important milestone in Canadian history through projects put forward by Canadians and their communities for the benefit of all. "Canada 150 is a unique opportunity to build an inclusive vision of Canadian identity that celebrates diversity” (The Dream Catchers, 2017). |
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The prime minister of Canada encourages Canadians to move beyond tolerance by celebrating different cultures collectively.
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The Art Museum at the University of Toronto commissioned Kent Monkman's exhibit. Government and private funding for the Arts is important in promoting critical dialogue.
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The Dream Catchers are bringing people across Canada together to create a shared, collective vision.
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Benefit #7 Prepare for the Future
We need to help develop people who can innovate and collaborate. Those who understand inclusive practices and diversity issues and can build intercultural relationships will be more valuable than those who lack in these areas.
Support Transformative and Inclusive Leadership
Future leaders many not be the highest expertise in an area, but those who can create a culture of collaborative innovation. Create Spaces for Innovation
High productivity in society depends on the integration of technology, innovation and collaboration. Teaching and learning should focus on connecting, contributing and creating. Develop People for More Complex and Diverse Communities
Technological, communication platforms will be more inclusive, multi-generational, multicultural and multi-skill leveled. Communities will draw strength from diversity and build on shared values of humility, respect and authenticity. |
“Two heads can be better than one only if their contents differ. For that reason, our future challenges demand able and diverse minds” (Page, 2014, p. 29).
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REFERENCES
Barth, R.S. (2002). The culture builder. Educational Leadership, 59, 6-11.
Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43, 48-70. doi: 10.1111/curi.12002
Glickman,C., Gordon, S., Ross-Gordon, J. (2014). Supervision and Instructional Leadership: A Developmental Approach. Upper
River, NJ: Pearson
Higgins, C. (2011). The possibility of public education in an instrumentalist age. Educational Theory, 61, 451-467.
doi: 10.1111/j.1741-5446.2011.00414.x
Howard, G.R. (2007). As diversity grows, so much we. Educational Leadership, 64, 16-22.
Jones, P. (2013). The contribution of facilitated leadership to systems development for greater inclusive practices. International Journal of Whole Schooling, 9, 60-74. Retrieved from Eric Database. (EJ1016799)
Kastelle, T. (2013, January 27). Reading this will change your brain. [Blog post]. Retrieved from
http://timkastelle.org/blog/2013/01/reading-this-post-will-change-your-brain/
Moore, S. (2016, June 21). One without the other. [Blog post]. Retrieved from http://blogsomemoore.com
Page, S.E. (2014). Diversity without silos: The confluence of the social and scientific teaching of diversity. Independent Schools, 73, 26-30.
Sapon-Shevin, M. (2003). Inclusion a matter of social justice. Educational Leadership, 61, 25-28.
Schmoker, M. (1999). Results: The Key to Continuous School Improvement. (2nd ed.). Alexandria, VA.: Association for Supervision and Curriculum Development.
Shields, C. M. (2013). Transformative Leadership in Education: Equitable Changes in an Uncertain and Complex World. New York, NY: Routledge.
The Dream Catchers. (2017). Exploring the dreams of young Canadians. Retrieved from http://www.dreamingcanada.ca/en/about-us
Williams, R.B. (2012). Transforming schools into learning organizations: Supports and barriers to educational reform. Canadian Journal of Educational Administration and Policy, 134, 1-32. Retrieved from Eric Database. (EJ996773)
Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43, 48-70. doi: 10.1111/curi.12002
Glickman,C., Gordon, S., Ross-Gordon, J. (2014). Supervision and Instructional Leadership: A Developmental Approach. Upper
River, NJ: Pearson
Higgins, C. (2011). The possibility of public education in an instrumentalist age. Educational Theory, 61, 451-467.
doi: 10.1111/j.1741-5446.2011.00414.x
Howard, G.R. (2007). As diversity grows, so much we. Educational Leadership, 64, 16-22.
Jones, P. (2013). The contribution of facilitated leadership to systems development for greater inclusive practices. International Journal of Whole Schooling, 9, 60-74. Retrieved from Eric Database. (EJ1016799)
Kastelle, T. (2013, January 27). Reading this will change your brain. [Blog post]. Retrieved from
http://timkastelle.org/blog/2013/01/reading-this-post-will-change-your-brain/
Moore, S. (2016, June 21). One without the other. [Blog post]. Retrieved from http://blogsomemoore.com
Page, S.E. (2014). Diversity without silos: The confluence of the social and scientific teaching of diversity. Independent Schools, 73, 26-30.
Sapon-Shevin, M. (2003). Inclusion a matter of social justice. Educational Leadership, 61, 25-28.
Schmoker, M. (1999). Results: The Key to Continuous School Improvement. (2nd ed.). Alexandria, VA.: Association for Supervision and Curriculum Development.
Shields, C. M. (2013). Transformative Leadership in Education: Equitable Changes in an Uncertain and Complex World. New York, NY: Routledge.
The Dream Catchers. (2017). Exploring the dreams of young Canadians. Retrieved from http://www.dreamingcanada.ca/en/about-us
Williams, R.B. (2012). Transforming schools into learning organizations: Supports and barriers to educational reform. Canadian Journal of Educational Administration and Policy, 134, 1-32. Retrieved from Eric Database. (EJ996773)
© Copyright 2017 Inclusion Canada All rights reserved
Created, Designed, Developed and Written by L. Goolcharan
Created, Designed, Developed and Written by L. Goolcharan