Abstract
The current article draws from Critical Diversity Literacy (CDL) to analyse narrative expressions of a black South African teacher’s experiences of moments of exclusion (troughs) and inclusion (crests) after twenty years of service in two predominantly white independent schools. Data was generated from one South African teacher who was prompted to reflect on crests [inclusive moments that deserve to be embraced and celebrated] and troughs [moments of exclusion that seek to assimilate/ignore diversity] in her teaching journey spanning two decades at two independent schools. Using the interpretivist paradigm, we attempt to understand the teacher’s journey which shows amongst others, that agents of exclusion with tendencies to demand compliance and subsequent assimilation, include other teachers, school leaders, learners as well as some parents. The teacher was however, provided with an opportunity to read the situation and may, depending on her agency, work to circumvent oppressive and exclusionary tendencies. Crests celebrating diversity were noted in her second school. I conclude that diversity remains multi-perspectival and therefore simultaneity should be borne in mind when dealing with inclusion in the teaching fraternity.
Highlights
The current article draws from Critical Diversity Literacy (CDL) to analyze narrative expressions of a black South African teacher’s experiences of moments of exclusion and inclusion after twenty years of service in two predominantly white independent schools
There was no support from teachers or management
Adopting phenomenology provided us with a “methodological space” to study the exclusion/inclusion conundrum “at a deeper level of conscious to understand lived experiences” (Qutoshi, 2018, p. 215) of a black South African teacher in independent schools
Summary
The current article draws from Critical Diversity Literacy (CDL) to analyze narrative expressions of a black South African teacher’s experiences of moments of exclusion (troughs) and inclusion (crests) after twenty years of service in two predominantly white independent schools. Data was generated from one South African teacher who was prompted to reflect on crests [inclusive moments that deserve to be embraced and celebrated] and troughs [moments of exclusion that seek to assimilate/ignore diversity] in her teaching journey spanning two decades at two independent schools. Inclusive Education has gained significant currency nationally and internationally It demands that the teacher be able to meet the needs of learners with impairments in ordinary classrooms (Lindsay et al, 2013, 2014; Ravet, 2011, 2017). A study probing student teacher preparedness for inclusion revealed that special education student-teachers were not prepared to meet the learning needs of diverse categories of learners with disabilities in inclusive settings (Moswela et al, 2009). A study probing student teacher preparedness for inclusion revealed that special education student-teachers were not prepared to meet the learning needs of diverse categories of learners with disabilities in inclusive settings (Moswela et al, 2009). UNESCO (2005, p. 7) define inclusion as a:
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