Diversity and Inclusion: A Reflection on Social and Cultural Dynamics

 Throughout the cultural, economic, political, and social evolution of humanity, the recognition of diversity has been central. Over time, people have become aware of the various living and non-living forms that populate our planet. To understand and categorize these differences, human beings have created labels based on physical, organizational, psychological, and behavioral characteristics. These labels have led to the creation of distinctions across a variety of human diversities—encompassing culture, sexual orientation, ethnicity, language, ideology, religion, and other social factors.

However, this acknowledgment of diversity has often been a source of conflict throughout history. The acceptance of human diversity has been intertwined with the slow and gradual process of recognizing fundamental human rights. Central to this recognition is the idea that all individuals are free and equal, entitled to live in peace and enjoy a higher quality of life. This notion has led to societal divisions between those who are dominant and those who are marginalized. A few individuals, often with political control, dominate cultural norms, shaping the behavior and life patterns of society. As a result, people who deviate from these norms are often segregated or stigmatized. Overcoming this ethnocentric worldview has given rise to inclusion efforts—social, political, economic, and cultural movements aimed at integrating marginalized groups into society as equal participants. These efforts are intended to foster environments in which all individuals, regardless of background, can thrive.

One prominent example of these inclusion efforts is the struggle for the recognition and integration of indigenous communities throughout the Americas. Specifically, this analysis focuses on the Purhépecha indigenous community in Mexico. The information for this exploration is drawn from the article Enseñanza de lenguas originarias: el purhépecha en la Universidad Intercultural Indígena de Michoacán, México (Teaching of Native Languages: Purhépecha at the Universidad Intercultural Indígena de Michoacán, Mexico), authored by Eric Mercado Arias and Gloria de Jesús Rosas.

Diversity in this context is explored from a cultural and linguistic standpoint. Language, as a means of communication, is the primary vehicle through which individuals express their realities, describe their world, and analyze their surroundings. For the Purhépecha community, diversity is rooted in the self-recognition of their identity as indigenous people, which is reflected in their language and culture. This self-recognition is reinforced by global policies set by organizations such as the United Nations (UN) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), which advocate for the development of indigenous languages in conditions of equality and equity.

One key aspect of inclusion initiatives for the Purhépecha community is the preservation of their language, customs, and lifestyle. Higher education opportunities in their native language, underpinned by an intercultural approach, have been a vital component of these efforts. Language plays an integral role in culture, and by teaching it in its natural form, indigenous students can better understand their worldview. This approach not only avoids conflicts between indigenous worldviews and those shaped by dominant Spanish-language culture, but also fosters comparative thinking, where individuals reflect on their own world in relation to that of others.

The process of recognizing and confronting differences is essential to understanding diversity. Identifying and acknowledging the unique traits of individuals or social groups, which distinguish them from others, forms the foundation of diversity. This process also necessitates the legitimization of identity—a concept that involves recognizing the awareness individuals have of themselves and how this self-awareness sets them apart based on their worldview, life experiences, and the cultural, economic, and social contexts in which they live.

In examining the construction of identity, it is essential to acknowledge its dynamic and evolving nature. Identity is shaped by a combination of traditions, customs, education, religion, political ideologies, personal interests, gender, nationality, family structures, and biological characteristics. This multifaceted identity influences the academic practices of language teachers, who break traditional teaching methods to create environments where language is learned in more natural, spontaneous contexts. This method aligns with the Content and Language Integrated Learning (CLIL) approach, which emphasizes the development of critical thinking skills in language acquisition.

Patricia Bárcena's research on teacher identity, as presented in Teacher Identity in CLIL: A Case Study of Two In-service Teachers, demonstrates that identity formation is a continuous, evolving process. According to Bárcena (2022), teacher identity is shaped and reshaped over time, allowing individuals to adapt their behavior depending on the context in which they find themselves.

Thus, a person's identity is not simply a product of the social context but is itself a social construction—a structure that evolves as individuals interact with and adopt attitudes and values based on their self-awareness and their understanding of others.

This recognition of diversity and identity has profound implications for pedagogical practices. As an in-service teacher, it is essential to acknowledge differences as a source of strength and to cultivate an environment that values diversity. This requires abandoning stereotypes and sociocultural labels to facilitate genuine changes that not only appreciate “normality” but also “abnormality.” It is a process that challenges language educators to create learning environments that are both inclusive and equitable, fostering an atmosphere where all students, regardless of background, feel valued.

These reflections have deepened my understanding of my role as a language teacher and have prompted me to consider how my pedagogical practices can foster inclusive education. This has been a challenging yet rewarding process, encouraging me to refine my teaching skills and adapt my approach to make my students aware of diverse ways to access and understand the world around them. It has also led to personal growth, influencing how I engage with students and integrate the principles of diversity and inclusion into my teaching methods.

References

Bárcena, P. (2022). Teacher identity in CLIL: A case study of two in-service teachers. Latin American Journal of Content & Language Integrated Learning, 15(1), e1516. https://doi.org/10.5294/laclil.2022.15.1.6

Mercado, E., & Rosas, G. (2022). Enseñanza de lenguas originarias: El purhépecha en la Universidad Intercultural Indígena de Michoacán, México. Verbum et Lingua: Didáctica, lengua y cultura, 19(1), 6-23. http://www.verbumetlingua.cucsh.udg.mx/sites/default/files/Verbum%2019_1%20Eric%20Mercado%20&%20Gloria%20Rosas.pdf