‘It’s just semantics?’: investigating a school district’s decision to respect or value diversity

Abstract

Value diversity and promote understanding—so read a heading in a school district’s strategic plan. The phrase was to initiate six months of controversial community debate that was eventually encapsulated into the single question: Should our schools respect or should they value diversity? This question polarized the community, ultimately shaping the final outcome of the debate. Such localized deliberations reflect and reconstruct societal discourses about diversity and democracy, ultimately influencing educational policy decisions and schooling practices. Understanding how participants navigate these discourses is crucial for formulating more inclusive educational policy and for transforming societal discourses about democracy and difference. In this essay, it is argued that two discursive practices limited the democratic potential of the Boulder, Colorado school district’s debate and undermined the transformation of dominant discourses about diversity. It is suggested that these two linguistic tools appear frequently in public deliberation and identify implications for developing educational policy around diversity and for retheorizing the relationship between difference and democracy.