Teaching Value in Diversity: On the Folly of Espousing Inclusion, While Practicing Exclusion

Our experience of common approaches to teaching diversity suggests that while we espouse to teach inclusion in order to yield the potential workgroup and organizational value associated with diversity, we may be in effect teaching exclusion, perpetuating the practice of making distinctions between perspectives that are sanctioned and valued, and those that are not. We explore ways this inclusion–exclusion conundrum emerges and is reinforced,...