Images of the Diversity Educator: Indian and Canadian Perspectives of Diversity Education in Teacher Education

Increasingly, diversity education in initial teacher education (ITE) is identified as a global need in pluralist contexts. Recent policies in India and Canada make explicit commitments to addressing diversity and inclusion as part of teacher education reforms. Despite strong and growing policy recommendations, limited information is available on how ITE programs approach diversity education in practice. In response, I conducted a qualitative international comparative study of ITE programs in Ontario, Canada, and Delhi, India. The purpose of this study is to identify the similarities and differences of approaches to diversity education in ITE programs. The study analyzes six programs--three in Canada and three in India--that prepare novice teachers for diversity. I focus primarily on two of the programs and include the other four as context for the regional beliefs and practices in each country. Through interviews, classroom observations, and document analysis, I explore: a) participants' understandings of diversity education; b) program policies, structures and procedures; c) curriculum content and pedagogy; and d) the challenges of approaches to diversity education.The findings reveal that the approaches of both programs are framed by three images of the diversity educator--the affirmer, the conscious practitioner, and the social reformer--albeit in varying ways and with different emphases. The affirmer focuses on empowering students, reinforcing positive views of diversity, and building community in the classroom; the conscious practitioner on being mindful of diversity and aware of the implications of social issues on candidates' lives and practice; and the reformer on implementing diversity education curriculum for social reform. Each image highlights distinct conceptions of diversity, inclusion, professional knowledge, and social action.The images of the diversity educator offer a framework for comparative international inquiry on diversity education in ITE. They generate insights into how diversity education is approached in three ways: 1) as distinct forms based on sociocultural context, ITE participants' beliefs, and program practices; 2) as important opportunities for social action in education; and 3) as multiple forms simultaneously operating in a single ITE program. The images provide new directions on how to best understand and improve diversity education in ITE.

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