IntroductionList of Author Blogs and Twitter AccountsIndex by AuthorIndex by TopicLicensing Information1. Innovation & Disruption25 Years of Ed TechIf We Were Really Serious about Educational TechnologyWe Can't Let Educators Off the HookInterventionsWaiting for O SupermanA Field Guide to "Jobs that Don't Exist Yet"A Definition of Emerging Technologies for EducationInnovation in Higher Education ... and Other Blasts from the PastTo Lecture Capture or Not to Lecture Capture?Possible Futures for Innovation and Technology in Higher EducationThis is Not the Online Learning You (or We) are Looking ForReclaiming Disruption2. Openness & SharingInto the OpenDefining the 'Open' in Open Content and Open Educational ResourcesExploring the Open Knowledge LandscapePlanning to Share Versus Just SharingThe Access Compromise and the 5th ROpen Textbooks? UGH.My Open Textbook: Pedagogy and PracticeRemix, Mashups, Aggregation, Plagiarism Oh MyCrossing the Field Boundaries: Open Science, Open Data & Open EducationThe CCK08 MOOCOERs: The Good, the Bad and the UglyWhat's Right and What's Wrong about Coursera-Style MOOCsOpening Up Open PedagogyOpen Pedagogy and a Very Brief History of the ConceptInternational Something: Why You Should Care #DigPedDoes Open Pedagogy Require OER?Pragmatism vs. Idealism and the Identity Crisis of OER AdvocacyOpen Ends?The Fallacy of 'Open'3. Identity & ParticipationThe Question Should be: Why Are You *Not* BloggingThe Kindness of BloggingAn Introduction to Connective KnowledgeRhizomatic EducationA History of Knowledge, Distributed Cognition, and the PhDSome Observations on PLE DiagramsE-Learning 2.0The Role of Personality in EducationDigital IdentitiesKithNobody's Version of Dumbsomething is rotten in the state of ... TwittercliqueonomicsColonisers and Edupunks (&C.)Digital Trespass and Critical Literacy #OER174. Equity & PowerThe Golden Age of Education that Never WasBlackboard Patents the LMSThe Glass BeesWhat Do We Owe Students When We Collect Their Data - A ResponseAI is Coming for Your Instructional and Learning Design Jobs, ApparentlyMOOCs and Directing an Academic FieldThe Audacity: Thrun Learns a Lesson and Students PayThe Lower Ed Ecosystem: Bootcamps Edition#BreakOpen Breaking OpenOpen Cyborgs at #ALTCPlatform Literacy in a Time of Mass GaslightingWhy We Shouldn't Let Economists Play with EducationConnectivity as PovertyReproducing Marginality?Inclusion AgainOER, Equity, and Implicit Creative RedliningFor Now, Our OwnConcluding ThoughtsAppendicesA List of Some Great EdTech BlogsRecommendations for Formal Learning

Inclusion Again

Editor's Note

This was originally posted to Sherri Spelic's blog [https://edtechbooks.org/-bAT] on February 13, 2018.

image via Pixabay.com CC0

I’m thinking about inclusion again. Now that diversity has been shunted as the desirable term to describe the aspiration of drawing people together who reflect the variety of identities and backgrounds which more closely represent society at large, some (myself included [https://edtechbooks.org/-GWm]) have said what we really need, seek and should be working towards is inclusion. Opening doors, offering invitations, seats at tables, a mic on the stage, a space on the panel –  centering those in prominent public forums from whom we have traditionally, historically heard less. OK, I can get with that.

I read a post [https://edtechbooks.org/-wgd] in response to the #EngageMOOC: Engagement in a Time of Polarization [https://edtechbooks.org/-vpv] which is happening for two weeks now in the middle of February.  Kay Oddone argues that we can in our own small and sometimes larger circles, insure that marginalized folks who are at the table experience true inclusion, rather than serving as placeholders for someone’s good intentions.

Screen Shot 2019-02-14 at 1.20.02 PM.png

The rest of the above quote speaks even more to me and my experience: ” …comfortable enough to join in with the conversation that is happening at that table. And knowing, when the talking stops, and the faces turn expectedly, how to share one’s opinion in a way that makes it able to be heard.” (emphasis mine) Those expectant faces, yes. How they turn to you as the one brown face in the room (or the only queer, native, or poor person), hoping that you will grant them both grace and an easy way out of whatever discomfort may have arisen in the conversation.

Putting it succinctly:

Screen Shot 2019-02-14 at 1.20.08 PM.png

Allow me to broadly generalize: It happens all the time.

Kay Oddone’s post reminded me of what is at stake for marginalized folks who come to the table:

Screen Shot 2019-02-14 at 1.20.14 PM.png

Screen Shot 2019-02-14 at 1.20.20 PM.png

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We have the power to counter the ticked box form of diversity, we can and need to practice real inclusion wherever we are. For us as educators, we can begin by incorporating more student voice and choice into our practices. We can listen to our young people when they tell us what is working for them and what’s not. We don’t give them voice; we learn to ask and listen and act on what we learn as a result. That’s what inclusion looks like. It’s responsive, open, ready to learn.

We tend to think of engagement in terms of output, as external actions that are readily observable, measurable even in some cases: speeches, reports, demonstrations, coursework. I want us to also recognize the power of staying quiet when someone else finally finds the courage to speak; for stepping aside when a leadership post comes open and nominating the better candidate who might easily be overlooked. Those are forms of behind-the-scenes engagement we need more of.

Maha Bali writes [https://edtechbooks.org/-xUqo] compellingly about the dilemma of reproducing marginalization even in our attempts to be inclusive:

In open online spaces, opening doors is not enough.

In open online spaces, an open door means easy exit just as it means easy entry.

In open online spaces, we are not there on equal footing.

In open online spaces, we are not equally fragile.

It is everyone’s responsibility to listen and care and support marginal voices. Whether or not they wish to speak. Whether or not they wish to be present. Whether or not they like what we do.

It is everyone’s responsibility to recognize their own privilege and to use it with purpose.

I know, I know, we’re working on it. Sometimes it pays off to think small. Think next door, down the hall, at the next meeting. Act large in small spaces. Notice who’s speaking and who isn’t. Practice not knowing and being curious. Be kind. Welcome warmly and mean it.

We can do all those things and still run a meeting on schedule. Let’s try. It’s worth the effort.

Suggested Citation

Spelic, S. (2019). Inclusion Again. In R. Kimmons, EdTech in the Wild: critical blog posts. EdTech Books. Retrieved from https://edtechbooks.org/wild/inclusion_again
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