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23 - Diversity and Inclusion in Education

from Part V - Ethics, Inequality and Inclusion

Published online by Cambridge University Press:  28 September 2020

By
Yi-Ju Lai  and
Kendall A. King
Edited by
Anna De Fina  and
Alexandra Georgakopoulou
Anna De Fina
Affiliation:
Georgetown University, Washington DC
Alexandra Georgakopoulou
Affiliation:
King's College London
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Summary

In many parts of the world, the enduring inequalities in both educational experiences and academic outcomes across linguistically and culturally different groups complicate widespread discourses of “diversity” and “inclusion.” The study of discourse, as a means of theoretical and methodological inquiry, has advanced our collective understanding of how social power and inequality are enacted, (re)produced and resisted through texts and discourse-in-interaction in educational contexts. This chapter begins with an overview of early work that has yielded remarkable insights into how diversity and inclusion are patterned in and through everyday classroom socialization routines. It then proceeds to sketch how current trends of discourse study have enriched our discussion of the complexity of language, ideology and power inherent in the educational discourse. We present ongoing tensions concerning the theoretical, methodological and applied dimensions of this work. The chapter concludes by delineating some implications for educational practices and future directions for expanded work in the study and understanding of discourses of diversity and inclusion.

Keywords

Diversityinclusionmarginalizationgenderraceethnicitycritical discourse analysisconversation analysisagencypower
Type
Chapter
Information
The Cambridge Handbook of Discourse Studies , pp. 505 - 526
Publisher: Cambridge University Press
Print publication year: 2020

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References

Further Reading

To further learn about how different discourse approaches applied to critically examine diversity and inclusion in educational contexts, how locally situated practices and identity shape and are shaped by broader institutional or sociopolitical ideologies, and the relationships between researcher and the researched, we recommend the following three books:

Bucholtz examines how white teenage students use their linguistic resources (e.g., Valley Girl speech, African American English) to demonstrate identities based on race and youth cultures, and to position themselves and others in accordance with the school’s racialized social order.

This edited book discusses multilingualism and discourse from different sociolinguistic and/or ethnographic perspectives, reviews conceptual and methodological concerns and challenges that researchers face, and suggests future directions in the relevant fields.

This edited book provides an introduction to critical discourse analysis, reviewing various theories and methods associated within the fields of applied linguistics and linguistic anthropology. It also examines how critical discourse analysis, as a theory and method, is applied to the research of diversity, exclusion and inclusion in educational and societal contexts.

Bucholtz, M. (2010). White Kids: Language, Race, and Styles of Youth Identity. New York: Cambridge University Press.Google Scholar
Gardner, S. and Martin-Jones, M. (eds.) (2012). Multilingualism, Discourse, and Ethnography. New York: Routledge.Google Scholar
Wodak, R. and Meyer, M. (eds.) (2015). Methods of Critical Discourse Analysis, 3rd ed. Thousand Oaks, CA: Sage.Google Scholar

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