Diversity beyond its discourse: Examining the discourse of diversity in non-Anglo-Saxon contexts

This chapter aims to decenter discourse around diversity. Using a case study of ten teachers’ perspectives of diversity as academic readiness in Singapore, this chapter illuminates the socially-constructed and relational nature of diversity. Rather than assume traditional markers of diversity—such as ethnicity, culture, and language—travel across context, this chapter argues that curriculum and discourse around diversity needs to be transformed to foreground contexts and notions of diversity beyond what is commonly referenced in Anglo-Saxon contexts so as to achieve greater inclusivity.