Crests and Troughs in Inclusion: Narrative Expressions of a Black Teacher in Independent Schools

Abstract

The current article draws from Critical Diversity Literacy (CDL) to analyse narrative expressions of a black South African teacher’s experiences of moments of exclusion (troughs) and inclusion (crests) after twenty years of service in two predominantly white independent schools. Data was generated from one South African teacher who was prompted to reflect on crests [inclusive moments that deserve to be embraced and celebrated] and troughs [moments of exclusion that seek to assimilate/ignore diversity] in her teaching journey spanning two decades at two independent schools. Using the interpretivist paradigm, we attempt to understand the teacher’s journey which shows amongst others, that agents of exclusion with tendencies to demand compliance and subsequent assimilation, include other teachers, school leaders, learners as well as some parents. The teacher was however, provided with an opportunity to read the situation and may, depending on her agency, work to circumvent oppressive and exclusionary tendencies. Crests celebrating diversity were noted in her second school. I conclude that diversity remains multi-perspectival and therefore simultaneity should be borne in mind when dealing with inclusion in the teaching fraternity.