The buzzwords ‘diversity’ and ‘inclusion’ are frequently heard in the world of education, but what do they really mean? When you think of inclusion, who comes to mind? Critically examining the concept of inclusion requires understanding of who has historically been included or excluded, what they have been included or excluded from, and why. The basis for these assessments relies on language to identify, name, categorize, and differentiate various identities and experiences.
Typically speaking, in American (Colonial) society, the people who hold the most power are the ones whose voices are most often heard. It is those in power whose stories are told, and whose beliefs are presented as fundamental ‘truths’. It is those in power who dictate to the rest of society what is ‘normal’, or ‘natural’, what types of being or behaving are acceptable, and what consequences exist for non-conformity.
Language is a tool for expressing and enforcing dominant narratives, and it is also a tool for disrupting them.
When educators talk about ‘inclusion’, it is important to consider the integral role that language plays in the process, and assess the ways historical and current narratives continue to perpetuate social inequities for marginalized people. Language itself holds immense power. It is through language that people can feel included or excluded, affirmed or harmed, respected or rejected, and the list goes on and on.
It all begins with language.
Click here to learn more about heteronormativity and dominant narratives surrounding gender and sexuality.
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