This paper documents the results of a research study, which reveals future teachers’ views on diversity and social exclusion. It was conducted in an Education Department with an inclusive profile and it involved students from diverse groups, i.e., students from the mainstream, disabled students, and students from language minority groups. The present paper presents the analysis of a questionnaire, aiming at exploring the way the Department’s curriculum and policy affect the students’ construction of the issue of social exclusion. The paper discusses the students’ responses to eight questions that aim at revealing: their definitions of social exclusion, their experiences with socially excluded people, instances of exclusionary practice they may have experienced in the Department, their appraisal of social exclusion courses offered by the Department, as well as their suggestions for improving the content and implementation of these courses. Data analysis sheds light on the complexity of the task of dealing with the theory of social exclusion and social justice and helps to map our students’ perceptions of these issues beyond the level of professional assessment, so that possible gaps and misconceptions are identified and necessary changes in the offered program are attempted.
|Keywords:||Social Exclusion, Social Justice, Student Diversity|
Student/Graduate Assistant, Language, Literacy, and Culture, University of Maryland Baltimore County, Baltimore, Maryland, USA
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