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InclusionEarly multiculturalists defined Inclusion as a movement to incorporate voices and perspectives of often-excluded racial and ethnic groups into the curriculum. (The movement later expanded to include gender, national origin, sexual orientation, socioeconomic class, and other identifiers.) My term for this movement is "representational inclusion," meaning that it insists upon the inclusion of voices and perspectives as a way to represent the diverse identities and histories of one's students. This conceptualization of Inclusion is consistently implemented across educational Web sites through links to "Related Sites" or, on the Pavilion, through Multicultural Paths, a categorized collection of links to other Internet resources.A critical Multicultural Education approach takes this idea one step further. It is no longer sufficient to "represent" the voices of one's students in the curriculum. If I am to model multicultural teaching practices through my Web site, I must allow visitors to represent themselves, inviting the inclusion of their own voices into the conversation and learning scope. More specifically, I must provide opportunities for educators to share their stories and experiences with each other, bringing these, along with the overflow of current scholarly examinations and theoretical frameworks, to the fore in the examination of self, school, and society. Sites Modeling and Facilitating Inclusion:
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Designed and maintained by Paul Gorski
http://curry.edschool.virginia.edu/go/multicultural/presentations/AmStudies/inclusion.html