Engaging the Discourse of Diversity: Educators' Frameworks for Working with Linguistic and Cultural Difference
Bibliographic record
Abstract
Although plurality and diversity are often taken as givens in the ongoing conversation on the role of public schooling, practitioners do not necessarily share the same understandings of these sociological facts. This article explores ways in which teachers who are committed to working within ethnically and linguistically diverse settings make sense of their professional missions. We examine these ways through the lens, or interpretative framework, of scholarly discussions on discourse and subjectivity. We present four discourses for understanding diversity that we encountered in our professional development work with teachers in two urban school settings in Ontario, Canada. To represent the core narratives associated with these discourses, we use the following templates: difference as deficit; preparing minority students and families to facilitate the school's agenda; intercultural sensitivity as a pedagogic tool; and diversity as curriculum. The respective different understandings and rhetorical practices aligning to these templates impacted classroom curriculum, students' socialisation within the school, and the relationship between school, home and community.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".