Section 1: Developing Inclusive Educators
Becoming an Inclusive Teacher
Wurud Jayusi; Declan Markey; Kavyta Raghunandan; and Graham Maher
Example Case
Mr. Malik recently joined a high school in an urban area with a diverse student population. Growing up as a first-generation college graduate from a low-income immigrant family, Mr. Malik vividly remembers the challenges he faced navigating an educational system that often didn’t acknowledge or support his unique needs.
In his first week, he noticed several students in his classroom who reminded him of his younger self—students who seemed hesitant to speak up, struggled with a sense of belonging, or carried the weight of balancing school with family responsibilities. Among them was Aisha, who often stayed quiet in group discussions, and Mateo, who worked part-time after school to support his family.
Drawing from his own experiences, Mr. Malik shared parts of his journey with the class: how he learned to navigate structural barriers, overcome self-doubt, and embrace his identity as a strength rather than a barrier. His openness resonated deeply with students like Aisha, who later confided that hearing his story gave her hope that she could succeed despite her challenges.
To connect further, Mr. Malik implemented strategies that mirrored the support he wished he had received as a student. He created after-school mentorship hours to help students with study skills and applications for scholarships or internships. He also designed project-based learning assignments where students could share aspects of their cultural backgrounds, struggles, and dreams, which gave Mateo an opportunity to reflect on his family’s migration story and feel pride in his contributions.
By modeling resilience and providing a safe space for open conversations, Mr. Malik cultivated a classroom environment where students felt seen, heard, and empowered. Over time, he noticed a shift in his students: Aisha began participating more actively in discussions, and Mateo became a peer mentor for younger students. Many of his students later expressed that having a teacher who truly understood their challenges made them feel capable of overcoming barriers they had once thought insurmountable.
Initial questions
In this chapter you will find the answers to the following questions:
- What do we mean by inclusive teaching and learning?
- Why inclusive teaching and learning is important?
- How can we put inclusive teaching and learning into practice?
A teacher’s perspective;
I realise that being a great teacher isn’t just about subject knowledge or classroom management—it’s about meeting the needs of all students, embracing their diversity, and creating an inclusive environment where every learner feels valued. So, what needs to change? How do I grow to become the kind of teacher who can serve and inspire every student I encounter?
For us, becoming an inclusive teacher entails the following…
Introduction to Topic
Teaching is a profoundly impactful profession, and teachers hold a unique position of influence in their schools and communities. However, as the example case demonstrates, teachers who share lived experiences with their students can build deep connections and serve as powerful role models. Yet, globally, teachers are disproportionately drawn from dominant social, racial, cultural, and linguistic groups. For instance, in the United States, 79% of public school teachers are white, compared to a student population that is only 53% white (National Center for Education Statistics, 2020). Similar trends are evident in Europe (OECD, 2020) and Australia (Santoro, 2013), highlighting the need for systems that better reflect the diversity of the communities they serve.
While programmes like Turn to Teaching in Ireland and Pathways2Teaching in the United States are instrumental in fostering a more diverse teaching workforce, they are only part of the solution. Pathways2Teaching introduces high school students from underrepresented backgrounds to teaching as a career path, while Turn to Teaching provides alternative pathways for disadvantaged or underrepresented individuals to enter the profession. Such initiatives are critical in diversifying the profession, however, we must also focus on empowering the existing teacher workforce to develop more inclusive and culturally responsive practices.
Even teachers who share some commonalities with their students’ backgrounds may not fully grasp how their own position as educators comes with inherent privilege. As McIntosh (1989) reflects, “I have come to see white privilege as an invisible package of unearned assets which I can count on cashing in each day, but about which I was ‘meant’ to remain oblivious”. (McIntosh, 1989, p. 74)
Acknowledging privilege requires recognising these invisible advantages and understanding how they shape one’s experiences, perceptions, and teaching practices. Such reflection helps bridge the gap between teachers’ and students’ experiences, fostering empathy and inclusivity.
All teachers have the potential to be role models, not only teachers from diverse backgrounds. For us, being an inclusive teacher, no matter what your background, can make you a positive role model for your students and your school community. So, when we say All Means All!, in relation to inclusive teaching, we mean that ALL teachers need to become inclusive teachers, enriched by the diversity of the students and teachers they work with, and the communities they work in.
The following text will offer an insight into what we believe being an inclusive teacher is all about. We will do this by sharing some inspiring stories of teachers applying inclusive teaching and embracing diversity in their teaching practice and learning environments. These stories involve members of our group directly, or what we have learned about through our interactions with the people involved. We hope these stories will provide readers with an understanding that, in becoming an inclusive teacher, you are embarking on a journey of discovery and transformation for you, your students and your school community.
Beginning the journey towards inclusive teaching
The authors of this chapter recommend reading Dr Lilian Nwanze’s Anti-Racist Manifesto for Adult Education in Ireland, which appears in her PHD thesis Un-silencing the silenced: Using Black Migrant Women’s experiences of racism to propose a critical anti-racist pedagogy for Irish Adult Education (2024). Dr Nwanze’s manifesto connects with many of the topics explored in this chapter. Although the manifesto is aimed at adult educators, the All Means All authors of this chapter believe it is applicable to all teachers and educators. Dr Nwanze’s manifesto can be accessed here:
Part 1 – Self Reflection: what you can do in any given situation
Acknowledge privilege and the impact it can have- a reflective beginning
Acknowledging privilege and understanding its impact is an essential step for any teacher committed to creating an inclusive and equitable learning environment. Checking privilege is a way for teachers and prospective teachers to begin to be more inclusive in their teaching, as it allows us to raise awareness of our own biases, acknowledge social inequalities and promote equitable educational practices. To begin with, it is necessary to learn about privilege and investigate its various forms, such as racial, gender, socio-economic, and educational privilege. This will give you an insight into the potential difficulties some of your students, your colleagues and the wider school community could be facing on a daily basis.
Privilege checking does require us to reflect our own social identities and recognise the advantages we possess due to factors such as race, gender, socioeconomic status, or ability (McIntosh, 1988). This self-reflection and awareness enables teachers to understand how their experiences may differ from those of their students and how their privilege can influence their teaching practices and interactions in the classroom. Acknowledging your own privilege can allow you to begin to put yourself in another person’s shoes and increase the level of empathy you can work with in your career.
In this section we will focus on two stories that show the way different teachers have increased inclusivity, diversity, and equality in their teaching practice, their students and their classrooms. These stories are brief examples of how small actions can have huge impacts.
Story 1 – The power of apology
We sometimes have expectations of young people in education; they may need to behave and act a certain way even when it may not suit their character or personality. We as educators may at times act in contradiction to these expectations, and this can be damaging to students’ learning and unravel any positive relationships that we have built with them. The following story relates to a school in Inner City Dublin, which is part of the DEIS (Delivering Equality of Opportunity in Schools) programme. DEIS is aimed at addressing the educational needs of students in communities that are characterised by poverty. It provides additional resources to promote student engagement, and academic achievement, in communities at risk of disadvantage and social exclusion (source). In these contexts, socio-economic issues and generational trauma related to education can have a significant impact on students, shaping the challenges they face and the support they require.
In this situation I was responsible for a poor reaction to behaviours that I normally dealt with in a consistent and controlled manner. This experience involves my interaction with a student I knew well. I had not slept the night before due to one of my children being sick and upon arriving at school I encountered the student in my class who was clearly distressed and was disrupting the class. I was aware that they had very little support at home and they had been working with professional support services to help with anger management issues. However, maybe due to my tiredness, my reaction to the situation was one of annoyance.
I was refusing to take any of the student’s perspectives on board. It was a poor way to react to a vulnerable young person, but I could not see past my tiredness and irritation. After our interaction, the student went to their next class and I learned that they had another bad experience, possibly due of our earlier interaction. Hearing about this I went to find the student, but I was informed that they had left the school early and gone home.
The following morning, I waited for the student and the first thing I asked for was a chat with them. I immediately apologised to the student for how I had behaved. I did not offer any excuse for my behaviour, I simply apologised. I told the student I would explain the background behind my reaction if they wished, whilst explaining it was not an excuse for my behaviour. The student wanted to know and so I explained about my tiredness and we finished our conversation. I did not ask for or expect any apology in return.
Our relationship in class was back to normal and it began to improve, and nothing was said about the interaction again. That was until the student graduated from school, when they brought the incident up and talked about the impact that it had. The student explained that it was the first time ever that an adult had taken responsibility and apologised to them. The student shared with me that they had always been blamed for any negative interactions that went poorly between them and any adults. This student explained that it was shocking, but good, to see adults taking responsibility for a mistake, whilst having the power to learn from the mistake and resolve the issues. It gave this student an insight and understanding of their own behaviours. This student realised it was okay to make a mistake, once you accept it, face it and learn from it.
What can be learned?
Safe space for learning: The teacher in this situation gave the student an insight into their life and the effect that personal experiences can have on their interactions with others. The teacher acknowledges their poor behaviour and the need to make amends, thus showing the student that learning from mistakes can have a real benefit in building positive relationships. Taking responsibility for the behaviour created a safe space for learning where an adult had shown that failure, or poor decisions, can be used in a constructive way.
Emotionally competent: The teacher showed an understanding of their own behaviour and the effect it can have on others. This situation allowed the teacher to explain to the student that they understood the impact that they can have and how making mistakes is part of education. The acceptance of responsibility allowed this student to understand and experience empathy from a person in power.
Story 2 – A Language Exchange
What can be learned:
Building positive relationships: A positive relationship was built between the teacher and students as she shared the learning journey with them. Her involvement in the process changed from being a teacher to that of being a student as well. In this instance the teacher was sharing the difficult experiences of the students learning a new language. This ability to empathise and immerse herself with her students created a safe space for all to learn.
Challenging Dominant Norms: Instead of framing the students as linguistically deficient for not knowing the dominant language, the teacher treated all languages as equally valuable. This shift disrupted the traditional power dynamics in the classroom and highlighted the potential for a multilingual, inclusive approach. The teacher’s strategy reframed the students as competent and knowledgeable, emphasising the value of their languages and cultural backgrounds rather than positioning them as lacking.
Models good practice: The teacher showed a willingness to learn something new alongside her students. There was no requirement or expectation for her to do this, but by engaging in learning something new, she modelled the good practice that she wanted to see from the students themselves.
Emotionally and culturally competent: This teacher has shown a willingness to learn from another culture. The ability to speak the same language as the students from a different ethnicity can support the learning journey. It demonstrates an openness and willingness to take into account the students’ experience, which in turn can increase the engagement of these students in education and make the learning environment an inclusive space.
Cultivating a joy of life-long learning
Developing a life-long approach to learning can have dramatic effects for teachers and students alike. Lifelong learning is a vital tool to be used for personal development and self-fulfilment. Through engaging in this, teachers can enrich the lives of the wider school community as they continue to adapt to changing circumstances, acquire new competencies, and maintain a sense of intellectual and personal growth (Jarvis, 2007).
Who Am I?
The role of personal and critical reflection is increasing in importance across education, as it provides practitioners with an opportunity for continuous improvement in their craft. By engaging in reflection, we allow ourselves to keep abreast of the current intellectual, social, emotional, and physical environments our students operate in.
We would encourage all members of the school community to engage in deep self-reflection to identify their own privileges, and what privileges (or lack thereof) have helped you get to where you are today. Reflecting on these factors helps you to understand how they may have influenced your own experiences, opportunities and assumptions of the world around you, whilst also enhancing the level of empathy you can use towards your students in class. The use of your personal understanding of privilege can lead to the development of authentic and safe spaces for students, colleagues and parents/guardians to continue their journey through education.
Recognising and leveraging the funds of knowledge that students bring into the classroom can empower learners and foster truly inclusive educational practices.
Part 2 – Inter-relational: Engaging + Being emotionally + Culturally competent
The Israeli context[1]
Palestinians in Israel are a national ethnic group and an indigenous minority, totaling 20% of the population; of these, 85% are Muslims, 6% Druze, and 7.5% Christians (Israel’s Central Bureau of Statistics, 2017). Indigenous minority (Palestinian minority in our case) refers to the remaining minority of a group that resides in its own homeland, considers themselves distinct from other sectors, and develops and transmits their ethnic identity and cultural heritage to the next generation (Jamal, 2005, 2011). This Palestinian minority aims to retain its unique characteristics while becoming integrated within the majority culture.
In the Palestinian society in Israel, there is an excess of teachers, while in the Jewish society, there is a shortage of teachers. Therefore, some of the Palestinian teachers choose to teach in secular Jewish public schools (Jayusi & Bekeman, 2019a, 2019b). Teaching in such diverse cultural contexts presents complexities, as it involves navigating themes such as cultural competence, teacher identity, and the challenges faced by educators in multicultural environments (Gutman et al., 2023). The Palestinian teachers have positive relationships with students, parents, and colleagues. They believe that their work helps reduce prejudice and increases mutual understanding among the groups in conflict through successful acculturation, despite some difficulties (Jayusi & Bekerman, 2019a, 2019b). They see in their work the potential to be effective agents of social change by helping their students (parents and colleagues) combat racism and prejudice.
Furthermore, Palestinian teachers promote and sustain direct and indirect contact with the parents, which results in a generalising effect, reducing prejudice and changing attitudes even when the contact is indirect (Asbrock et al., 2014). Although lacking in intercultural training, the teachers seem to recognise that reducing prejudice implies working on the social-cognitive development of their students through the promotion of sustained contact (Allport, 1954), offering anti-bias information (Bigler & Liben, 2006), empowering students to construct new knowledge (Peucker & Reiter, 2008), and widening the socio-psychological repertoire (Bar-Tal, 2013).
Story 3 – A Remembrance Day with Two Meanings
This story focuses on Palestinian Israeli teachers’ involvement in the celebration of Israel’s Independence Day. For Arab teachers, this day holds a different meaning, as it marks the Nakba catastrophe, a time of remembrance for the expulsion and loss suffered by Palestinians in 1948. This day of remembrance is one of sorrow and loss and is a discomforting experience for the Arab teachers. Conversely, for Israeli students and colleagues, the day represents one of celebration. Despite this, all teachers, driven by inclusivity and respect, participate in this day despite their personal pain. Their ability to adapt, show compassion and patience, and remain flexible allows them to accommodate their students’ needs, even if it requires participating in activities that may contradict their own narratives.
“It is too hard for me on Independence Day. I used to stand with them, but it was very hard. I cried several times and other teachers hugged me. I explained to them that it hurts me to stand because I think about my people who were killed… I don’t mention the word “Nakba” but I don’t see how I can stand in a good way on this day. I’m not disparaging it, but it is hard.”
What can be learned:
- Building positive relationships: The teacher empathises with her student’s and colleagues’ feelings. She recognises the student’s personal connection to the day and the teacher creates a safe and supportive environment, showing respect and a willingness, above all else, to continue to build positive student-teacher relationships.
- Authentic and open-minded: Although faced with such a challenging situation every year the teacher remains true to herself and yet still open-minded to appreciate the significance of the experience for her students in terms of their needs and well-being. This demonstrates the teacher’s commitment to supporting the student’s emotional well-being and understanding their unique circumstances.
- Respectful approach: Despite the teacher’s personal difficulties and discomfort, she participated in the event. This respectful approach highlights the teacher’s ability to empathise with others’ experiences while still acknowledging their own emotions and perspectives. Palestinian teachers respect, and embrace, their Jewish students and colleagues, fostering a sense of belonging within the school. This is especially evident when the principal and Jewish teachers show respect and inclusivity towards the Palestinian teachers throughout the year. If the school administration were not inclusive, Palestinian teachers would not feel comfortable and might even seek to leave. In other words, a supportive and inclusive school environment strengthens the sense of belonging for minority teachers. As a result, they are more willing to respect and embrace their students and fellow teachers.
Story 4 – Not the Right Doctor
This story highlights the positive impact the teachers from diverse backgrounds can have on their students and the wider community. It shows how diversity can play a pivotal role in reducing prejudices and stereotypes against culturally diverse societies, particularly in the Palestinian culture.
Before encountering his Arab teacher, a Jewish student admitted being indifferent to the plight of Arabs in Israel. He recounted a time when he fell ill, and his mother took him to the hospital where an Arab doctor attended to him. His mother expressed discomfort and insisted on a Jewish doctor, showing a discriminatory attitude toward the Arab doctor. Although the student did not react to this when it occurred, he informed the teacher that after reflecting on the incident, the student expressed his anger towards his mother’s behaviour and regretted his own complicity in allowing racism to prevail. He revealed that, thanks to his Arab teacher, he realised a valuable lesson in that we must embrace equality and treat people fairly, regardless of their ethnicity. He now advocates for respect towards Arabs and acknowledges the importance of treating everyone with dignity.
What can be learned:
- The power of personal experiences: Building a relationship with the Palestinian teacher had a profound impact on the Jewish student. It challenged his preconceived notions and opened his eyes to the reality of discrimination and inequality. This highlights the importance of personal experiences in shaping our perspectives and beliefs.
- The impact of diverse education: The Palestinian teacher played a crucial role in the student’s transformation. Through education and dialogue, the teacher helped the student understand the importance of equality and treating all people with dignity and fairness. This underscores the power of education in fostering empathy, understanding, and breaking down stereotypes.
- Advocacy for respect and equality: The student’s transformation led him to become an advocate for respect towards others and a proponent of equal treatment for all individuals, regardless of their ethnicity. This highlights the potential for personal growth and the positive impact individuals can have when they actively work towards creating a more inclusive and just society.
Story 5 – My students and I
This story centres on a Palestinian teacher who taught a diverse class of Jewish students, comprising individuals from various groups of the Jewish society. Within the classroom it was clear to the teacher that the students themselves, although of the same ethnicity, still held prejudices and stereotypical beliefs about each other because of their different backgrounds.
“[…] my presence in the Jewish school makes a difference. My students learned that it is important to know about the “other”, not to judge, [but rather] to accept the “other..” […] I send a message to the students that the fact that the other is different doesn’t make him or her worth less.”
This teacher shared that through her guidance, inclusive teaching methods, and diverse classroom discussions, the students gradually learned to appreciate and respect one another’s differences – whether they were Russian, Ethiopian, Eastern, or Arab. She implemented interactive activities, such as group discussions on identity and cultural backgrounds, storytelling exercises where students shared their personal histories, and role-playing activities to challenge biases. Creating a safe and respectful learning environment empowered students to ask questions, engage in open dialogue, and develop a more empathetic and nuanced understanding of their peers.
Through these experiences, the teacher was able to enhance her students’ awareness, compassion, and ability to see beyond stereotypes, fostering not only respect within the classroom but also a broader sense of inclusivity within their wider community and society.
What can be learned:
- The significance of representation and diversity in educational settings: When students have the opportunity to interact with individuals from different backgrounds, it broadens their perspectives, promotes understanding, and challenges stereotypes.
- The value of knowledge and understanding: The teacher emphasises the importance of knowing about the “other” and not judging them. Education and awareness play a crucial role in fostering empathy and acceptance. By learning about different cultures, religions, and perspectives, students can develop a more nuanced understanding of the world and appreciate the diversity that exists.
- Embracing and accepting differences: The story emphasises the need to accept the “other” despite their differences. It encourages students to recognise that the worth of an individual is not determined by their differences but by their inherent value as a human being. This promotes inclusivity, tolerance, and respect for diversity.
- Challenging prejudice and discrimination: By sending a message to the students that the fact that someone is different does not make them worth less, the quote addresses and challenges prejudice and discrimination. It encourages students to question their biases and preconceived notions, promoting an environment of equality and fairness.
- The impact of individual actions: The speaker’s presence and their message to the students indicate the potential impact of individual actions. By modelling acceptance and respect, they are able to influence and shape the attitudes and behaviours of the students. This underscores the power of individuals to make a positive difference in their communities and foster a more inclusive society.
In conclusion, being a diverse teacher goes beyond the mere transmission of knowledge. It fosters understanding, empathy, and building shared humanity. Diverse teachers create a positive change, inspiring their students to embrace diversity, stand against prejudice, and have respect for all people.
Part 3 – Societal Relations: To actively commit to inclusivity, diversity and equality in education
What does decolonising mean?
Broadly speaking, decolonising the curriculum explores the ongoing impact of legacies of colonialism and imperialism on perceived knowledge, learning and society. It seeks to recognise and challenge this legacy in re-balancing dominant Eurocentric processes within curricula by including and integrating a much wider range of perspectives. Rather than seeking a neat definition of this, it is more instructive to see decolonising the curriculum as an approach and as an ongoing journey. In fact, what is often referred to as decolonising the curriculum simply amounts to diversifying the curriculum, as, realistically, a process of decolonising the curriculum would require a momentous overhaul of the system of education rather than modifications to course content (Tuck & Yang, 2012; Bhanot, 2015)
While the ethical and moral rationale for diversifying our curriculum is self-evident, there are practical benefits for taking this undertaking on, for example:
- Highly diverse student cohorts often do not see themselves reflected in mainstream teaching methods and content, which are predominantly shaped by white, middle-class perspectives. This misalignment challenges the principles of authentic student-centred pedagogy, which should acknowledge and incorporate the lived experiences of all students.
- Rich opportunities to co-create knowledge production from the Global South and non-Western sources.
- Both staff and students are enabled to deeply reflect on their own positionality and privilege in social, economic and political contexts.
- Decolonising work is a necessary extension of inclusivity in its shared aim for all students to experience positive well-being and belonging (Tran, 2021).
Potted history timeline
The concept emerged from the Rhodes Must Fall campaign in 2015 where students in Cape Town, South Africa, demanded the removal of a statue of Cecil Rhodes, the imperialist, racist business magnate, from their campus. Their battle cry, #RhodesMustFall, sparked an international movement calling for the decolonisation of universities all over the world. Following similar calls by students in Cape Town, students at Oxford University called for a statue of Cecil Rhodes to be removed. This was not simply about tearing down an outward symbol of British imperialism – a monument glorifying a colonial conqueror – but highlighted the need to confront the toxic inheritance of the past and challenge the continued underrepresentation of Black and Global Majority people at universities. This went to the very heart of the pernicious influence of colonialism in education today.
Why do we need to do this work?
The curriculum provides a way of identifying the knowledge we value, and structures the ways in which we are taught to think and talk about the world. By amplifying the voices of those currently underrepresented in the curriculum, for instance from Black and Global Majority, LGBTQ+, disabled, Gypsy, Roma and Traveller groups, this is just one mechanism that can go some way to creating a safe learning environment and generate lasting impactful change. Similarly, critical race theorists adopt counter-storytelling as a way to speak back to dominant and mainstream narratives in its reframing and rearticulating the experiences of minority groups. There is no universal template to decolonising, but it is helpful to consider this in stages. One starting point is diversifying reading lists to ensure the inclusion of a wide range of voices. Below, is one example of how a primary school in North East London began their journey into decolonising through this route.
Story 6 – Counter-stories in action
The power of authentic representation
I was working with a headteacher on a project on the use of comics and graphic novels as a tool to develop racial literacies. Her initial concerns were centred around how her positioning as a white, British woman in a leadership role, would bear on her participation in the work of decolonising and diversifying. She quickly came to realise that it was actually the work of everyone to be inclusive and diverse, regardless of background or position. Her main aim was to address the lack of relevant materials to engage the pupils. We worked together on creating a book box for 9-10 year olds that drew on as wide a range of perspectives as possible and which reflected her student population. We sought titles that are not typically found in school curricula and which would, hopefully, connect with the readers. The school librarian disseminated the book box to some of the teachers to implement in their lesson plans. I can honestly say that it had a significant impact. A few days later a 10 year old Sikh boy knocked on the headteacher’s door with a graphic novel in his hand – Fauja Singh Keeps Going. This book was based on the true story of a 100 year old Sikh man who broke world records to become the oldest man to run the British marathon. The boy said: “Miss, I just wanted to say thank you so much for this book. I’ve never seen myself in a book – ever”. He was visibly emotional, which in turn, made both of us emotional! It was such a heartfelt moment of gratitude that said so much about the power of authentic representation, and how this approach, when undertaken with thought and consideration, rather than a form of ‘cancel culture’ can enrich the learning for both staff and students. It highlightly how an educator really can make a difference – and it is up to you what difference you want to make.
From recognition to action
I guest lectured on an undergraduate module called Decolonising Politics for a colleague. The month that I delivered the module happened to coincide with South Asian Heritage Month which takes place every year across Britain from mid-July to mid-August. In the session, I spoke about racial capitalism and how capitalism and colonialism are historically intertwined with the theft by colonial powers funding the emergence of capitalist enterprises in Europe. Slavery, in this context presented as an economic category, became racialised over time and is a well-known aspect of global history (even if not taught correctly), I added a section on Indian indenture in the Caribbean: a lesser-known and an even lesser-taught underrepresented aspect of British and South Asian history. After the lecture, a small group of students questioned me about the system and operationalisation of indenture, following the Slavery Abolition Act of 1833, and how the British Empire recruited workers from India (as a cheap source of labour), for their sugar plantations in the Caribbean. I went on to underscore how the descendants of Indian indenture embarked on another wave of labour migration, in the form of the 1949–71 Windrush migrations to the United Kingdom. The Windrush generation had a high number of Indo-Caribbean and Chinese-Caribbean migrants that made this journey, but their stories rarely get told in the wider Windrush narrative. The ‘minority within a minority’ as they are described by scholars, consequently occupy a marginal positionality.
This session resonated deeply with one of the students who had distant Indo-Caribbean heritage, as she reflected about her own positioning and disidentification as part of her identity particularly as these experiences were not discussed amongst her family or relatives. She also spoke about how her racialised identity negated, if not disallowed, any notion of Indianness simply because of how she was perceived. Following this session and our conversation, she embarked on a project with her two peers to learn more about this part of British, Indian and Caribbean history and developed a proposal to host a small community event in South London as part of a wider museums’ engagement project. The group identified and invited people of Indo-Caribbean heritage to a roundtable to share their memories, stories and family histories with the goal being to support and recognise the legacies of the Windrush generation and specifically how the Indo-Caribbean community continued to struggle to find a place in the Windrush story which is so often overlooked. The roundtable event was a considerable undertaking by students who took it upon themselves to embark on a ‘decolonial activity’ in an attempt to provide a corrective to this oft-ignored part of our migration and social history.
These two examples speak to so many factors in our opening diagram, but in particular they emphasise the power of counter-story telling, and the practice of diversifying colonial narratives that can connect and inspire our students who often feel no real connection to course content. Opportunities to integrate and embed counter-stories that diversify curriculums are available to all educators and can be incorporated into learning environments. By doing so, educators can ensure that they are embracing processes of guided learning to create critical thinking and widen opportunities for learning.
The stories remind us that…
Unpacking privilege and challenging systemic inequalities can be uncomfortable and challenging at first. It can be a difficult process to engage with initially, but in doing so, can create numerous opportunities to create inclusive and diverse education. Embrace feedback and guidance using your own reflective tasks, colleagues, mentors, students, and all other stakeholders in your school community.
Your vibrant and active school community offers an excellent opportunity to learn, ask questions and actively listen. Actively seek out and listen to the experiences and perspectives of individuals from all communities that are represented, or linked to your school or community. Attend workshops, conferences, or events that promote dialogue and understanding around privilege and social justice, or failing this, invite speakers to come to your school to speak to staff, students, and parents/guardians. In a safe space, engage in conversations with colleagues, students, and community members who have different backgrounds and life experiences. Or even act as an instrument of change and work with your students to create an event that explores topics such as as decolonisation or counter-stories. Working with your students, and giving them the autonomy to represent themselves and perspectives that have value and meaning, will create a space of inspiration and empowerment in your school.
In Conclusion
Our message to initial teacher trainees is that anyone can be an inclusive and diverse teacher and, in fact, every teacher needs to be inclusive and embrace diversity in their teaching practice.
Sometimes when a new teacher joins the school, and is different from the majority, there may be a perception that this new teacher will oversee the diversity work in the school. As we have heard from Wurud’s story (story no.5), teachers who have a different life or different lived experience from the majority of students or school staff, can have a transformative impact on peoples’ understanding and perspective of the world they know. However, it is not only the responsibility of diverse teachers to be inclusive and embrace diversity in their teaching (to ensure all students feel respected and valued), every teacher must adopt strategies and approaches to ensure they are being an inclusive and diverse teacher. Just like in Kavyta’s example (story no.6), the school principal can change the reading lists to ensure students lived experience and culture was reflected in the school’s curriculum.
For educators, such examples make teaching an exciting and an inspiring career move. In trying to become an inclusive and diverse teacher, you are embarking on a journey of continuous discovery and transformation for everyone connected to you and your school. Therefore, when we say All Means All in relation to inclusive and diverse teaching, we mean that all teachers need to become inclusive teachers, and be enriched by the diversity of students and teachers they work with.
As a final thought, consider the timeless wisdom of a phrase often attributed to Plutarch:
“The mind is not a vessel that needs filling, but wood that needs igniting.”
While the exact authorship of this quote is debated[2], the message is universal and deeply relevant to inclusive teaching. Education is not about simply transferring information but about sparking curiosity, critical thinking, and a passion for lifelong learning. By embracing inclusivity and diversity, teachers can light the fire within each student, encouraging them to realise their potential and make meaningful contributions to their communities.
Local contexts
Closing questions to discuss or tasks
- How can we ensure that all students can be heard and encouraged to participate?
- What is the importance of incorporating global perspectives into inclusive teaching?
- Think about strategies to involve students actively in decision-making processes and inclusive practices.
- Consider a specific challenge in your own teaching or educational context. What inclusive strategies from this chapter could you adapt to address it?
Literature
- This chapter was created during the summer of 2023, over a year before the outbreak of the conflict initiated by the October 7th attack on Israel and the subsequent war. Readers are encouraged to consider that the content reflects perspectives, discussions, and priorities prior to the event. Hence, interpretations or references to the region or related topics are not shaped by the developments and global reactions that followed. ↵
- For more on the origin and context of this quote, visit Quote Investigator. ↵
About the authors
name: Wurud Jayusi
Dr. Wurud Jayusi is a senior lecturer, researcher, and the head of the Arab Academic Institute at Beit Berl College. Being a member of the Palestinian minority in Israel, Wurud Jayusi is passionate about fostering greater understanding and acceptance among diverse cultural groups. Through Wuruds’ research and academic work, Wurud has published articles, presented at conferences, and co-edited two books on diversity, including topics such as integrating Palestinian teachers into Jewish schools, peace education, and creating a shared society.
Wurud strongly believes in the power of diversity in teaching. A diverse teacher embodies various facets, such as being an ethnic minority educator in a predominantly different cultural setting in her case, or simply a teacher with cultural competence who fosters multiculturalism, equality, and respect for others who are different from them.
As a researcher Wurud has had the privilege of interviewing Palestinian teachers as part of the research on their integration into Jewish schools. Their stories are both enlightening and inspiring. The stories reflect Engaging, Being emotionally and culturally competent.
name: Declan Markey
Declan Markey works on a programme called Turn to Teaching, which provides an alternative pathway to becoming a teacher for students who have experienced educational disadvantage or are from communities who are under-represented in the teaching profession in Ireland. Turn to Teaching’s objective is to diversify the teaching profession and support teachers and schools in becoming more inclusive teaching and learning environments. Through his work he constantly encounters the impact and legacy that teachers have on their students – be that teachers who inspire students to break-through societies preconceptions or judgements and reach their full potential or those teachers that uphold these prejudices and stereotypical beliefs, which then impact negatively on their students. All teachers have the opportunity and, it could be said, the responsibility to ensure that they become the former – the teacher that can inspire.
name: Kavyta Raghunandan
Kavyta is a course leader for the MA in Race, Education and Decolonial Thought and Senior Lecturer in Race and Education at Leeds Beckett University. Her teaching cuts across undergraduate and postgraduate levels and she teaches on Education Studies degrees, as well as contributing to undergraduate, masters, and doctoral degree supervision. Her teaching, writing and research interests lie in intersectional ways of thinking through race, gender and identity across multiple platforms namely education, popular culture, graphic novels and more recently nature spaces. Her work, so far, has also been influenced by anti-racist pedagogies and decoloniality as a theoretical framework to examine South Asian representation.
name: Graham Maher
Graham Maher is a teacher in a secondary school in Dublin, Ireland. He has been working in secondary schools around Dublin, ranging from private schools to DEIS (Delivering Equality of Opportunity in Schools) band 1. The reason he became involved in All Means All is to increase the diversity of teaching in Ireland. Graham is a white, middle class, highly educated, Irish national; and this is mirrored across most of the education sector in Ireland. The representation of diverse teachers must increase to better reflect the multi-cultural development of Ireland. This increase of diversity, he believes, will increase the inclusivity, diversity, and equality in Irish education.
