How can you encourage critical thinking about diversity and inclusion?

Defining the terms 'diversity' and 'inclusion' is an indispensable starting point for fostering critical thinking on these subjects. The act of defining helps to frame the discourse and aligns participants around a shared lexicon, thereby facilitating more constructive discussions. While established definitions from reputable organisations offer a scholarly framework, inviting learners to contribute their own interpretations adds personal resonance and broadens the scope of understanding. By doing so, you not only cultivate a collective understanding but also empower learners to internalise these concepts. In effect, this process serves as the cornerstone for advancing dialogues about diversity and inclusion.

As the world is becoming more and more globalized, the students need to understand diversity and inclusion much better in order to lead a peaceful coexistence. I'll share one activity that we are doing in our school. We celebrate Diversity Day. Children, from different states of India, come to school wearing their traditional, ethnic clothes, bring their regional cuisines, perform folk dances, and songs. Children gets an hands-on experience of the diverse cultures, rather than theory. This experiential learning makes a better impact.

If within your definition of "diversity" & "inclusion' there is no commitment to Viewpoint Diversity, & wide inclusion of multiple perspectives, you've already narrowed the definition for your students w/out them realizing it. If you teach that what is important is diverse demographics only, but not diverse *ideas,* you've already set up a narrative that, tho' often badly needed, still if civil, respectful, substantive disagreement & civil counter-point is silenced, shamed, or penalized, it's a mockery of the word 'diversity.' A student should feel that even if his/her viewpoint is quite different from the class, or the teacher, & is not free to - civilly, respectfully - make his/her case, that - to me - is not a truly inclusive place.

These definitions highlight the importance of recognizing and appreciating diversity while actively working to create inclusive spaces where everyone can fully participate and benefit from the collective strengths of the group or community. It's worth noting that definitions of these terms may evolve over time as society's understanding of diversity and inclusion continues to develop. Encouraging learners to engage in discussions and create their own definitions based on their experiences and values can be a valuable exercise in fostering critical thinking and promoting a deeper understanding of these concepts.

The NEA defines diversity as "the presence of a wide range of human qualities and attributes within a group, organization, or society,", whereas according to the UN, inclusion involves "the full and meaningful participation and contribution of all individuals in all aspects of society, including in education." I understand the value of diversity and inclusion in our communities around the world. It is the differences we all have as human beings and also the similarities that make us who we are. Being an educator, I know both diversity and inclusion to be valuable routes from which a learning experience can and will grow. We are all different and diverse, and we are all included on this beautiful blue planet we call Earth.

It is crucial for students to go beyond mere comprehension of the definitions of diversity and inclusivity. They must engage in critical self-reflection to understand what these concepts truly mean within their own unique contexts. By examining their personal experiences, beliefs, and values, students can gain a deeper understanding of how diversity and inclusivity manifest in their lives. Furthermore, they should actively seek ways to contribute to the practice of these principles on a daily basis and in their interactions with others. By doing so, students can foster a more inclusive and equitable society, where diversity is celebrated and everyone feels valued and respected.

The first step is to understand what 'diversity' and 'inclusion' mean. The next step is to understand why this is so important in today's world. The social divide between the haves and have nots, between the whites & blacks & every color in between, has grown instead of shrinking, as we learn new identities.

Another good way to define these terms is by giving examples of scenarios and learning how they'd react or what they think about it. Wrong perspectives can then be corrected and the right ones strengthened. This helps them start from abstract to concrete and helps them derive the correct definitions themselves. It also gives us an overview of the thinking of the masses.

We need to have qualified people onboard to help this concept to be absorbed. ' Inclusion is when you include everyone to have the right to learn regardless to the way you learn'. Diversity is a huge range of learners from culture, cognition, gender, socioeconomic status, interests, expression, age etc.

يستمد التفكير النقدي دلالة معرفية واسعة النطاق من تفسير المصطلح ذاته؛ فإذا كان التفكير يتسع مفهومه ليشمل كافة ما من شأنه السماح للعقل بالتفكير والتفكر، والسؤال والتساؤل، وفي الأخير البحث عن المعرفة. إن التفكير لا سيما في مجال التعلم القائم على المعرفة إلى جانب اكتساب الخبرة بالتجربة؛ يحقق نعته ب (النقدي) إلى استحقاقه دلالته كاملة، ولا يكون هذا إلا بإتمام دلالاته الواعية في التمييز القائم على فرز الإيجابيات المقبولة وفقا لاختلافات الهوية، والثقافة، والعادات والتقاليد، وأساليب الحياة المختلفة لكل ناقد واع. هذا من جهة، ومن جهة أخرى احترام الآخر بثقافته وتنوعه وفكره.. ووفقا لما سبق تتهيأ العتبة الأولى للمفكر الناقد، سواء أكان متعلما، أم معلما، خصوصا في مجال التعلم والمعرفة. وإنه من قبيل اعتزازي بهويتي ولغتي اسمحوا لي بنشر مساهمتي تلك بها.

During graduate school, I gave presentations to schools about adaptive sports. One of the best ways I demonstrated the sports was by bringing wheelchairs and other adaptive equipment that piqued the student's interests. This helped them retain the information while being an active participant.

If you're an educator (and even if you're not), invite in stakeholders who represent multiple perspectives you hope to do better in representing. Have a conversation around where things are/how things look now, and ask what would be a better, more evolved look one year from now. And then get busy on the doing. #beginthenkeepgoing

An example of this was in college when I completed my undergraduate degree in recreational management our teacher had us use a wheelchair for an entire day as part of an experiment - I shocked my friends and coaches a lot. I got dinner at the hall, climbed up the stairs (no elevator in my apartment) got into my car 🚗 - it was so hard. You can’t do much without someone’s help. It changed the way I approached teaching sport as well for a number of years. This is another great reminder so thank you all.

This is actually true. We have moved from an era when books showed the fair girl as beautiful and the dark girl as ugly to an era where we see book publishing companies include images of people from different races and ethnicities.

This has to begin at a young age. Ensuring that there are multicultural dolls in the classroom, foods from countries all over the world, books that include people doing jobs that aren't "stereotypical" of their gender. It has to start young for it to become engrained in children early on.

This is not just about materials; it's about people and storytelling. Creating a safe space for diverse educators is crucial. Hiring a staff that includes neurodiverse teachers and professionals, as well as individuals with disabilities, is incredibly valuable for both students and the organization. Students must see that respect is given to people with disabilities and a range of neurodiversity. Representation matters not only in materials but in the everyday presence of educators. Staff can provide valuable insights on how to support them as part of the community, providing further insight into student needs. The process of 'othering' persists until we collectively unite, making diversity a norm everywhere.

When implementing culturally and linguistically diverse materials in your teaching, it is important to be mindful to avoid microaggressions and bias in your presentation. Unconsciously there are subtle themes that can be unnoticeable to the educators but apparent to the students in your classroom. Creating a dialogue and including student perspectives when gathering and embedding diverse materials open up opportunities for collaboration and mindfulness.

I think it is important to remember that although cultural artefacts are appealing and engaging, they can send a reductionist message. Remember to foster a rounded concept of culture. Culture is complex and all encompassing; full of many layers that construct our concepts of self. By including authentic voices and teaching about the intangible parts of culture we can be more inclusive.

Part of my academic life I have always tried to provide various insights into the diversity of the disability narrative. Using first person accounts, books, films, and more. Understanding the breath of disability through a diversity lens is critical

This has got to go both ways. If a curriculum leans to the Right, introduce robust & thoughtful challenges to that & let the students debate it out. If a curriculum leans to the Left, & there's real rigidity in departing from a certain narrative, & a student doens't feel free to push back or present a respectful counter-point? You're already making a mockery of the terms "diverse" and "inclusive."

One of the ways of doing so is through drama integration. Last year, I worked closely with 3rd grade teachers developing a drama integrated curriculum unit on perspective. Every lesson provided children the opportunity to explore different points of view through the exercises and discussions, gave them the chance to do exactly what has been mentioned above : compare and contrast, causes and consequences and explore different solutions and actions. Open-ended questions don’t have to be only ‘formal’ questions, teachers can achieve similar goals through other medium, being drama one of them.

Providing multiple means of expression is another way to boost participation and morale in the classroom. In line with Universal Design for Learning, allowing students to share their ideas through multiple modes creates a fun and equitable matter to meet the needs of all learners. Having arts, performances, written, audio, and visual expression options can create new perspectives to open-ended questions.

As a special educator to my younger child, two most effective ways of increasing her critical thinking is - 1. Physical activities like cycling, swimming and different games with other children in an inclusive environment. 2. Creative arts like drawing, colouring and craft work. Problem solving, alertness, cognition has increased considerably. I believe this can be equally rewarding to NT children as well.

there was this experiment where they gathered a large group of diverse people into a room and asked a bunch of questions: Which of you has been labeled a class clown? Which of you has broken a bone? Which of you have sisters? Which of you have only one parent? Which of you like bugs? Which of you like the color pink? When I did it with my band students, pretty soon everyone was thinking of all the things they had in common, and not all the differences.

And embrace the silence. Let students wrestle with their thoughts. Let them wrangle up their own language to respond. Allow for ambiguity. Accept divergence. Resist the urge to seek consensus.

Open-ended questions like these encourage learners to think critically, engage in meaningful discussions, and delve deeper into the complexities of diversity and inclusion. They promote empathy, self-awareness, and a deeper understanding of the multifaceted nature of these important societal issues.

In order to ask the proper open-ended questions, I find that it is most important to have an open mind myself. Our beliefs are very important. You can understand someone's beliefs until you listen to them with an open mind and hear them out .

Teachers: seek out - especially - those students who have a different viewpoint than yours. Foster a respectful conversational relationship. Show students what it *feels like* to disagree civilly, but be willing to try to understand how you both have arrived at your views. Encourage conversations between students who vehemently disagree w each other, like: "what in your life shaped your views on this? How can I understand what you've been through that's made other viewpoints seem invalid? Did you grow up w/ open-minded family conversations, or was there a party-line? If so, have you examined that? What do you wish I would ask you that I haven't?" People. This isn't just a cute skill. This is what keeps civlizations from collapsing.

Help students understand how their brain works, specifically how we make unconscious decisions about others and model what can be done to override those thoughts. The ladder of inference is also a good tool to show how we use our narrow worlds to make assumptions and uninformed inferences about others. As mentioned above, role-playing is an excellent activity to help students see how bias works.

In follow the process of PCP while providing feedback. Its Positive- Consutructive- Positive. It is important to start and end on a positive note and helpful to be constructive and not negative in feedback. Also, it is critical to be specific in the feedback than giving very generic ones.

Two key elements are equality and equity. Equality refers to giving everyone the same help while equity refers to giving everyone the help they need. That is, educators need to identify the indivudual necessities of learners and provide help according to their needs in order to create an inclusive environment.

By providing feedback and guidance tailored to learners' needs, you can support their growth as critical thinkers in the context of diversity and inclusion. This not only enhances their understanding of these important topics but also equips them with valuable skills for engaging in meaningful dialogue and effecting positive change in society.

But dont create a fake safe & respectful environment where in the end, there is only one perspective that is expected to be arrived at, or else. The goal isn't necessarily to convert people to the viewpoint that the professor wants them to get to, but to literally teach students to THINK. To think for themselves: not think like their family, their tribe, to not think like their friends necessarily, even, but to develop the muscle of examining evidence, asking hard questions about why they're drawn to this view, or that view - is there fear involved? Have we ever considered our unexamined biases on this topic? Etc. So. Develop in students the muscle of not feeling threatened by a different life perspective, but curious about it.

It is critical to especially elaborate the difference between safety and safe environment. And to ensure that environment how emotional safety is critical. I've been able to communicate the emotional safety that consists of eyes, ears, mouth, throat and most importantly the touch. I have also seen a lot of emphasis is given to physical safety, however, I think its the emotional one that makes the environment safe for everyone.

In my professional journey, I've encountered colleagues from diverse backgrounds, each with unique perspectives and qualifications. Sometimes we struggle to work cohesively due to our diverse backgrounds. Some have higher qualifications, while others have fewer resources. In my previous position, I experienced that giving each team member a chance to plan, organize, and lead our weekly outdoor activities helped bridging these gaps to work towards a common goal. The member from a humble background had unique problem-solving skills, the highly educated one brought innovative ideas, and the rich member offered resources. This approach not only made every member feel valued and equal but also unearthed hidden leadership qualities.

By creating a safe and respectful environment, you not only encourage critical thinking but also create the conditions necessary for meaningful dialogue and personal growth. Learners are more likely to engage deeply with diversity and inclusion topics when they feel valued and secure in their learning environment.

Leading by example is one thing I find helpful. When your learners feel that you respect them regardless of their backgrounds, thoughts, looks,...etc, they will feel safe and respected which will help them develop skills and speak their minds up.

Several years ago, I gave a TEDx Talk on Social Inclusion in Education. I shared my personal story of having cerebral palsy and how students wanted to ask questions but were afraid to. I ended with a call to action to be bold and ask questions about disabilities as educators because this topic isn't discussed enough.

You must not only encourage but lead and participate. Leadership has to be on the front lines when it comes to championing diversity.

Make it easy for your people to participate in employee resource groups ...🌹 Develop a strategic training program ...🌹 Thank you🌹

I once applied this exercise to my ESL Ss. They were divided into two groups, "A" and "B." A represented the majority, while B represented a marginalized minority. Let's say, for this exercise, B was composed of Ss from a fictional minority background, the Zandarians.Both groups applied for the same scholarships, but there was a limited number available. The scholarships were highly competitive and essential for their education. B was the selection committee. B submitted their applications (which reflected their fictional experiences),and A reviewed them. A was encouraged to discuss the applications honestly and critically. B responded to questions and critiques from A. In that way, my Ss stepped into the shoes of marginalized individuals!

At College Recruiter job search site, we believe that every student and recent graduate deserves a great career and for more than two decades we've been working hard to help our employer customers understand that diversity is more than race or gender. Those are important, but not the only kinds of diversity that employers should care about and take action to address. Large employers often have what they typically call college or university recruiting or relations programs, where they hire dozens, sometimes hundreds, and occasionally thousands a year. Rarely are these inclusive, as they generally target only third- and fourth-year students in certain majors at certain schools. Fortunately, that's changing and becoming more inclusive.

One important aspect I have learned from talking to young people as an educator as well as adult peers/colleagues is that I have to question my own inclusive and diverse thinking first. No matter how inclusive or diversity-friendly I may think I am, I will inevitably have some bias that is deep seated just because I have lived the life I have lived and not someone else's. It will not be intentional or conscious, but I can't show others the way relinquish their unconscious bias without choosing the practice of check my own.

Remember that inclusion doesn't mean changing the names in a story problem to ethnically sounding names. It means posing new problems and exploring new solutions. Inclusivity has to be a mindset that goes beyond our own barriers. It's not about seeking out the "different" in our classes, because that just reinforces the differences that WE see. We have to acknowledge that we do not SEE all the ways everyone might be different and that thinking that we do leads to assumptions that can do harm. Inclusivity needs to be an open invitation to share. Students must know others will seek to understand and consider their point of view. Students must know that their perspective offers new ways of approaching a problem or concept.

we as EDUCATORS have to stop and think about the group that we are working with. We also have to be "CRITICAL" thinkers. No 2 mind's are the same. Some of the children I have had the pleasure of investing in has been great teachers themselves. They have shown me that some are better at writing out their ideas instead of verbalizing them. Some can show you better through their art. It's up to you as their EDUCATORS to figure how best to help your students as well as your children. Because some of these genuine geniuses need a gentle persuasion while others may need a push to get that same ending. A passionate educator must learn how to motivate all who is in their presence. You have to be willing to help them that fall through the cracks.

I started my career in the corporates, moved to teaching in B schools and then restrict myself at home to focus on both my children. During my B school teaching days the best method of inculcating self study in the minds of the young adults and aspiring managers of tomorrow, was case study method and discussions, live projects, dissertations and debates. If a small startup is not performing or making a loss, there is no conclusive reason and no magic to convert loss into profit. Case studies bring to the desk numerous options which can be sought to explore profitable methods. Students need to imbibe this critical thinking methodology so that there is minimal gap between theory and practice.

DEI is formulated around restrictive assumptions based around identity politics, and intersectionality, which requires racial and identity profiling of children- are therefore ideologies unfit for schools and should be entirely incompatible with education. Critical Thinking, in the true sense of the phrase, allows for open ended answers- an encounter with the unknown. The translation of this loaded question is -and the one that contributors here are too sadly willing to answer! - is "how can we manipulate young minds into the pre-determined assumptions of critical theory".

One of the strongest ways to see diversity is to apply a critical lens to ourselves and our actions. It has been stated "actions are a representation of our thoughts." Subsequently, our actions serve as a simple way to 'see' what we truly think/believe. Taking time to peel away our own layers and biases assists us in seeing others by breaking down barriers and truly examining the 'why.' In grad school I took time to view my religious convictions and texts through the lenses of Critical Race Theory and Whiteness Theory and by doing so, learned about my actions, unseen biases and was able to truly begin the life long journey of attempting to see from the vantage point of another.