Contexts for Becoming and Belonging
Chapter Three: Culturally Responsive Inclusion—a Possible Imperative?
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Culturally Responsive Inclusion—a Possible Imperative?
ANN NEVIN ARIZONA STATE UNIVERSITY AND CHAPMAN UNIVERSITY
EXPERIENCES OF BELONGING
My first-grade teacher included me in all lessons that she taught, whereas my eighth-grade teacher taught her lessons to the average student, systematically excluding those who were different. Currently, I ponder the question of what makes one teacher inclusive and another teacher not inclusive. I’ve been a teacher for more than 50 of my 75 years of living. I am experiencing inclusion and exclusion regularly as a deaf/Hard of Hearing woman who is grateful for accommodations that make it possible for me to feel included (such as closed captioning to hear speakers at conferences and on the telephone). I am a monolingual white woman and learned how to interact with speakers of other languages as I met them in my classes. As a child of blue-collar workers, I was unaware of the lower economic status until I attended university and was asked to join a sorority (which quickly introduced me to the often hidden classism that exists in American society). I have had deeply engaging personal experiences as a member of a disability category (deaf/HoH); as a sister, niece, and daughter of family members who have medical challenges such as alcoholism and mental illness. Professionally, since entering the teacher education field in 1969 as an assistant professor in a state-funded university, I experienced both inclusion (as a member of a tightly...
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