Are We Including Everyone, or Just Those Who Fit In?

How inclusive are our classrooms, really? As future teachers, we are constantly reminded to embrace diversity, value other cultures, and create an atmosphere where students feel a sense of belonging. But have we ever taken time to analyze if some of the classroom practices we observe daily do this?

During our Week 5 case study discussion, we explored the challenges of supporting language diversity in the classroom. The scenario focused on students from different cultural and linguistic backgrounds who tended to form friendships and work with others who shared similar backgrounds. It raised important questions about how teachers can encourage connections between students while respecting their individual languages, cultures, and identities.

This discussion got me thinking about inclusion beyond language. For example, many schools incorporate Christmas, Thanksgiving, and Halloween-themed artwork and activities into their classrooms. I understand that these traditions have been normalized in many schools and may seem harmless. However, not all students celebrate these holidays or share the same cultural and religious traditions. This left me with several questions.

As future educators, how do we make sure our classroom activities reflect and respect everyone’s experiences? Should we move away from certain holiday traditions altogether, or is there a way to recognize and celebrate different traditions without making assumptions about what students believe? How do we include everyone without unintentionally misrepresenting a culture or making someone feel singled out?

It also made me contemplate my own experiences and family. I believe that I am lucky enough to come from a multicultural family where I can find ties to many cultures and races. Being married to a Punjabi man, having Black nephews, and having an Indigenous sister has helped me learn about other perspectives and traditions apart from the ones I grew up with. These experiences have made me understand that everyone experiences life differently.

It was also interesting to know about my fellow students' views and experiences. One specific perspective which was mentioned by my classmate regarding his participation in Christmas concerts at his school intrigued me. He stated that he felt embarrassed and uncomfortable being involved in such activities since he did not follow it in his culture, but participated in them anyway even if his parents were not interested in watching. It made me wonder that what might be normal behaviour in school for one individual may mean something totally different for another individual. From a teacher’s perspective, organizing Christmas concerts may seem like a wonderful opportunity to bring students together and create a sense of community. However, have we ever stopped to consider how each student actually feels about participating? It was clear that my fellow classmates did not feel comfortable, represented or included in the Winter concert as a child; I do not want my students to feel the same.

Honestly, before this program, I had not given much thought to everyday school practices that could unintentionally exclude students. When I was in elementary school, these traditions were part of the school experience that I also did at home, and I still see some of these practices in schools today. During my placement, I noticed that Christmas-themes artwork had shifted towards more general winter-themes activities. I thought this was an interesting change because it seems to allow all students to participate in seasonal activities without focusing on a particular holiday. However, Thanksgiving celebrations made me question things a little further. For example, students were asked to create pumpkin artwork and write what they were thankful for. On the surface, this seems like a simple activity that allows students to reflect on gratitude. But I question if this is still an inclusive way to recognize Thanksgiving, or are we making assumptions about what students should celebrate and how they should participate?

I would like to raise another question, which, I realize, might be a sensitive one. As educators in Canada, it is our obligation to include Indigenous perspectives, history, and knowledge in our teaching practice. This obligation has been outlined in the Calls to Action by the Truth and Reconciliation Commission, as well as in the standards set by the Ontario College of Teachers. It raises the question of how we treat cultural inclusion in general. Do we make equal efforts to recognize the other cultures that are present in our classrooms? Are we ensuring that Indigenous perspectives are incorporated meaningfully, with the respect, understanding, and attention they deserve, rather than simply treating them as a curriculum requirement? And how do we provide our other students with the sense of being recognized and understood? How do we teach indigenous perspectives and help students understand the importance without making it feel forced? I do not mean to pose the question with the aim of reducing the importance of Indigenous perspective. On the contrary, I try to understand how it is possible to fulfill our obligation to Indigenous education while recognizing all students equally.

I have realized that there is not always one clear answer when it comes to inclusion, and it truly is a grey area in education. As future educators, we may worry about saying the wrong thing, misrepresenting someone’s culture, or unintentionally making a student feel excluded. I want all my students to feel comfortable and valued, regardless of their cultural or linguistic backgrounds. I can recognize that schools are making efforts to become more inclusive, but educators are still learning how to make sure these efforts genuinely reflect the experiences of all students.

That is when I believe that the importance of a growth mindset becomes evident, not only for students but for us as educators too. We tell our students to take chances, make mistakes and see how they contribute to their learning experience. But we have to realize that the same expectations must be set for us. Not always will we know what to say or do, and we might even make a few mistakes along the way. Instead of being held back by the fear of making a mistake, we need to be ready to listen, accept criticism, reflect on our choices and make the necessary changes. Good intentions are necessary, but we need to keep in mind how our actions influence our students in class.

Finally, I don’t believe that inclusion is about having all the answers or about making sure that there are no more traditions in schools. I believe that inclusion is about being ready to question things that we may have always taken for granted and to realize that our personal experience does not reflect that of everyone around us. As future teachers, it is our duty to make sure that our classroom environment encourages our students not to be afraid to be themselves and not to just blend in order to belong.

Brought to you by DimitraM@OTU