ABSTRACT
Teachers who embrace diversity are extremely thoughtful in how they humanize the classroom experience for themselves and their students. It is noteworthy that social identities can be derived from our status in different contexts, such as being a friend when playing with neighborhood children and being a son when at home with caregivers. Social identities can further be derived from the activities in which people engage, like being a gymnast, pianist, or painter. Students’ social identities also intersect to give them a unique perspective on the world. When teachers reject the notion of being blind to students’ differences, and instead acknowledge and embrace student diversity, they can begin to create an inclusive classroom environment that speaks to the unique needs of their students. The aforementioned suggestions allow for “shared power ” in the classroom, which is so critical for creating an inclusive and equitable learning environment.
