It seems that the idea of increased diversity in communities,
and perhaps especially in the educational system, is seen as a problem
or as a threat. Many social
arenas (educational, vocational and communal) are undergoing vast
demographic changes, but the social systems that uphold our society
have not necessarily responded appropriately to these changes. Similarly, previously ignored
issues such as disability education and physical access barriers are
being brought to the forefront of the social and cultural revolution
which our society is on the brink of joining.
While the average citizen should be (and
probably technically is) responsible to adhere to and address the needs
of the larger society, it is often public officials and educators who
assume leadership roles when addressing such large-scale social reforms
as the renovation of access of an entire municipality.
Access can be defined as a multi-faceted
concept which encompasses the many smaller issues that basically define
a so-called “leveling of the playing field.” This means the absolute removal
of physical, social, racial, sexual and gendered barriers which
determine the interaction of individuals and institutions.
I think diversity, especially in education,
is often seen as problematic because it presents educators with the
task of revamping a tired and often inapplicable curriculum which no
longer has relevance in our changing society. Perhaps education needs to be
offered in a multi-lingual fashion to accommodate non-English
speakers. Perhaps the often
jingoistic presentation of world history needs to be rearranged. Perhaps we need to give the new
generation of students a group of heroes with whom they themselves, in
their many different bodies and places in this world, can feel
connected.
The change, as I see it, is not necessarily
in understanding diversity as unavoidable and therefore tolerable, but
instead we must see diversity as a vital and rich aspect to our
society. Adopting a
multi-dimensional educational system will allow many subjugated and
ignored populations to thrive under the auspices of finally be
recognized and validated by the over-riding systems that govern
day-to-day living and livelihood.
This is not just a governmental, institutional
responsibility, but instead, it becomes a social, individual one. We must move away from notions
of assimilation and instead teach in ways which have multiple entry
points and focuses which can be understood and appreciated by the
overwhelming social majority of many minorities, not the actual
minority which parades its population as the majority.
The beginnings of this transformation towards
a more accessible university experience are being addressed here at the
University of Toronto, though I’m sure many
would still point to the myriad problems inherent in any system of such
an expansive scale.
