This document outlines a proposed diversity inquiry program called DIVINQ that aims to develop leadership qualities and sensitivity to diversity. It would involve a small group of year 13 students meeting regularly over three terms to engage in facilitated philosophical discussions about gender, sexuality, and disability. The program is grounded in research showing these students often experience bullying and aims to challenge assumptions about diversity through respectful questioning rather than problem-focused approaches. It draws on theories of social constructionism, postmodernism, and narrative therapy to explore identity as non-fixed and examine how power structures can marginalize. The goals are to help students feel more comfortable with difference and treat all people with dignity.

1. DIVERSITY INQUIRY – changing the world by changing ourselves: Developing
leadership qualities with a genuine sensitivity to diversity
“Whensomeoneshows youwho they are, believe them the firsttime.” MayaAngelou
“The essence of beingradical is physical.” Michel Foucault
“Wecannot solveour problemswith the same thinkingwe used when we created them.” Albert
Einstein
“Never underestimatehow extraordinarilydifficultitisto understanda situationfromanother
person’spointof view.” Eleanor Catton
By Jeannie Grant (HOD Counselling)
INTRODUCTION
I have beenrunningadiversityinquirygroupforeight yearswith PhilipPatston fromDiversityNew
Zealand.In2016 we wouldlike anopportunitytoformallypilotandresearchthe programme witha
small groupof year13 studentsoverterms1-3. The followingisanoutline of the proposedformat
and the relevantresearchthatsupportsthe workwe have beendoing.
BACKGROUNDTO EMERGENCE OF THE CONCEPTOF DIVERSITYINQUIRY (DIVINQ)
While diversity istalkedabouteven‘celebrated’inschoolssome formsare largelyignoredorfeared.
Particularrepresentationsof diversityhave (fortoolong) beenrenderedinvisibleorframedin
negative fearbasedparadigmsdespite the shiftin humanrightslegislation.Inparticulargender,
sexualityanddisabilityhave receivedmuchattentionformainlynegativereasonssuchasbullying,
harassmentorissuesof exclusion inschools.
DIVINQcomesfromour collectiveexperienceworkinginarange of environments(secondary
schools,supportagencies,business andentertainment) combiningourjointskillsandtrainingin
counselling,education,social work,business,leadershipandthe arts. The approach we have
developedsitsoutside most currentpedagogical practices,isinnovative anddynamicinitsapproach
to challengingassumptionsaboutdiversityinall itsintersectionsandforms.
We have aligned (DIVINQ) withthe New ZealandCurriculum 2007 and believe the structure,form
and style of engagementisaunique andinnovative approachtofuture focusedthinkingandbeingin
the world. Many of the practicesDIVINQembodieshave recentlybeenidentifiedaskeyto21st
Centuryteachingandlearning(NZCER2012).
BACKGROUNDLITERATURE, RESEARCH ANDRELEVANT CURRICULUM ALIGNMENT
There isample researchthatsuggestsstudentswithdisabilitiesandthose whoare LGBTQ can
experience more bullying,harassmentandgeneral fearbasedresponsesfrombothpeersand
teachers.(O’Higgins-Norman, Goldrick,andHarrison2010; Trotter, 2009; MillerandThompson,
2005; Poteat,MereishandKoenig,2011; Chase, AggletonandSanders 2004; Carter andSpencer,
2006; Youdell,2005). While the majorityof literatureisinternationalthere issignificantevidence
that NewZealandschoolsfollowthe same kindspatternsandstruggles(Tierney,2012; Henrickson,
2008; Carroll-Lind, 2009; Lucassen,Clark,Moselen,andRobinson2012).Schoolshave beengiven
clearinformationonhowto reduce bullyingandspecificattentionhasbeenpaidtoLGBTQ and
disabledstudents(Seethe Bullyingpreventionandresponse:aguide forschools2015 – Ministryof

2. Education and WellbeingForSuccess:DraftEvaluationIndicatorsforStudent Wellbeing2013 –
EducationReviewOffice).
Howeverothershave noted itisimportantthatdiversityisnotsimplyframedasaproblemtobe
managedor simply‘atrisk’as thisplacesthe problemwithyoungpeople themselvesratherthan
systemsof power(Quinlivan,2002; Besley,2009).While there needstobe clearpoliciesand
procedurestoensure ALLstudentsfeel safe andincludedthere isaneedtomove beyondprotective
reactionarystrategies.The NewZealandCurriculumprovidessome contextfromwhich DIVINQcan
linkwithcurrentpractice and opennewpedagogical andepistemological spaces.
It isvery importantthat DIVINQalignswiththe current(2007) NZC,while takingnote of the realities
and complexitiesof the worldin2015 and beyond. Thisincludesadeepconsiderationof the history
of NewZealandandthe Treatyof Waitangi. The Visionstatement outlinesthe hopesforyoung
people.Of the 5 visionstatementstwoalign well withthe intentionsof DIVINQ:
 “whowill workto create an Aotearoa New ZealandinwhichMāori and Pākehārecognise
each otheras full Treatypartners,andinwhichall culturesare valuedforthe contributions
theybring”
 “who,intheirschool years,will continue todevelopthe values,knowledge,and
competenciesthatwill enable themtolive fullandsatisfyinglives”
To be confident,connectedandactively involvedaccordingtothe vision of the NZCrequiresyoung
people tobe ‘positiveintheirownidentity’,‘able torelate well toothers’and‘participantsina
range of contexts’.Againthese are keyaspects of the DiversityInquiryprocess.Inrelationtothe
principlesof the NZC,Treatyof Waitangi,inclusion,communityengagementandfuture focus fit
DIVINQ. The future-oriented aspectisworthyof note andwill be expandedonbelow.The valuesin
the NZC couldhave beenwrittenforDIVINQ.Inparticularthe valuesof diversity –butbeyond
culture,equity,communityandparticipation,integrityandrespect.
DIVINQisan example of ‘unbundling’ education.Thisis a future-orientedideawhere innovators
deconstructusual practices,structuresandroutinesandreassemble theminnewer‘smarter’ways.
(NZCER2012 p2). ‘Rebundling’occursaround6 keyprinciples:
1. Personalisinglearning
2. Newviewsof equity,diversityandinclusivity
3. Curriculumthatusesknowledgetodeveloplearningcapacity
4. Rethinkingnotionsof teachersandlearners
5. Culture of continuouslearning
6. Newkindsof partnershipsandrelationships
WithDIVINQ,the aspectsof differencethathave traditionally occupiedthe margins (gender,
sexualityanddisability)are broughttothe centre andbecome the lensthroughwhichothersocietal
and cultural processesare explored.Ratherthanbeingaformof ‘wickedproblem’ diversityis
approachedas a unique opportunity tomapnew territoryandexplore the complexityof how we
come ‘know’whowe are.
In manywaysDIVINQalsoreflectsideasaboutwhatenablesyoungpeople toengage initiative.
MarilynPrice-Mitchell(2011) researchedwhysome youngpeople become highlyengagedinthe
social and political issuesof ademocracy. Whilstthe individualcharacteristicsof engagedyoung
citizenshasbeenstudied,Price-Mitchellfoundsome aspectsthatmightenablecitizenshiptobe
developedtheyare:

3. Challengesandobstaclesengage thinkingandemotions –thatis,gettingoutof theircomfortzone
and beinginvolvedinreal experiences (usuallyinthe formof service).Adultswhoscaffoldinner
strengths – particularlyaroundmoral andethical dilemmasandengage critical thinking.The
mentoringof adultswasmosteffectivewhenNOTfocusedoneitheracademicorcivicactivitiesbut
insteadwere committedtothe growthof youngpeople asindividuals. Transformative learning
connectsmeaningtocivicaction – A disorientingdilemmaactsas a catalyst(InDIVINQitis the
ongoingprovocationaround‘othered’identities) andinvolvesadeepshiftinhow people see
themselves.
She suggests 4 themesaroundthe formationof a civicidentity:
1. Developmentovertime throughdynamicinterplaybetweenservice opportunities,
moralityandadultscaffolding
2. The abilitytoface and gain fromintellectual,interpersonal,andintrapersonal challenges
3. Reflectionandmeaning makingbasedonmultiple experiences
4. Integrationof onesactivitiesintoameaningfulwayof life ratherthana collectionof
service experiences
Againthisisverymuch reflectedinthe practicesandintensionsof DIVINQasmanystudents
participate overthree yearsandspendtime reflectinganddevelopingtheirunderstandingof
diversity.
HOW DIVINQ‘WORKS’ –PHILOSOPHICALALIGNMENTANDIMPORTANTQUALITIES OF THE PROCESS
In manywaysDIVINQreflectsthe 6 principles forfuture-orientedlearning.Some of the main
structural aspectsinclude:
 Usingexternal co-facilitators
 Exposure toreal individualswhoembodydiversity –authenticrepresentationand
experiences (visible disability,challengegendernorms)
 Young people are active participantsindecidingcontent –facilitationstill the responsibility
of adults(studentcentredbutwithethical responsibilityheldbyadults)
A unique aspectof DIVINQisthe style of facilitation whichfollowsaformof ‘gentlysocraticinquiry’
(Jackson,2001) adapted/integrated fromPhilosophyForChildrendevelopedby Matthew Lipman
(Lipman,Sharp, & Oscanyan,2010) witha strong emphasisonsocial constructionism (Gergen2002).
Thisapproach opensupthe possibilityforalternative ideas aboutdifference tobe presentwithout
fallingintodualisticthinkingbychallenging more traditionalwesternphilosophical approachesto
identity thatseparate mindandbodyandlanguage identityaroundpatriarchal language constructs
that privilegecertainaspectsaspositiveandthe ‘other’asnegative.
There isalso a close attentiontolanguage andthe waysthiscan affordprivilegeandpowerto
differentaspectsof whowe are and positionpeople.Thiscomesinpartfroma feminist
poststructural approach(Braidotti,2013; Butler,2002; Davies,1991) but isnot exclusivetothis,
indeedmytraininginNarrative Therapyholdsanethical stance aroundthe implicitassumptions
aroundmore familiarhumanistnotionsof self andthe role expertprofessions have hadin
marginalisingsome waysof beinginthe world(Besley2009). Deconstructionandinterrogating
‘truth’and realityare part of thisprocesswithparticularemphasison‘depathologising’disability
and interrogatingthe waysgenderandsexuality anddisability have beenconstructedwiththe body
beingone of the keysitesof contestation(Garland-Thompson2002; Shildrick,2004 & 2007). The
mainworkingassumptionsof DIVINQare:

4.  All positions andview pointsare valid - nothinkingis‘wrong’
 Diversityisseenasa strengthratherthana problemtobe solved ormanaged (Bolstadetal,
2012; Janssens &Steyaert,2003)
 Identityisnotfixed,stableorindeed –‘essential’
 The personis notthe problem – the problemisthe problem (Winslade &Monk1999)
 Powerisunderstoodtobe locatedinthe abilitytoconstruct‘truth’as suchall
epistemological statementsof truthare upfor equal interrogation
 Historyinformsourunderstanding
 Religion,medicine,psychiatryandnatural scienceshave playedkey rolesindescribing
normative aspectsof humanidentity
 Newtechnologiesandscience fictionofferchallengestothe ideaof ‘human’thatmight
enable newideasaboutidentitytoemerge overtime
DIVINQ‘AVOIDS’–(AIMSTO GENTLY CHALLENGE AT THE VERY LEAST)
 Either/Orthinkingand debates
 Nature vrs Nurture arguments
 Blame for‘causing’oppressiveconditions
 Problemidentification(therefore asolutionfocus)
 Empowermentasa functionof intentionandinternal motivation
 Serious– hardship focusedconversationsthatinvite guiltorpowerlessness
 Simplifyingdiversity
THE POINTSOFDIFFERENCE IN DIVINQARE:
 Disability,gender,sexualityare notproblems tobe solvedwithmore labels, butofferalens
to viewpower,privilege andstructuresthatcanlimitandsilence
 Havingconversationsinaface to face waywith‘real’people –withbodiesthatrepresent
the materialityof the body
 Holdingall ideaslightly andethically(peopleare notproblems –but maybe ‘disorienting
dilemmas’)
 Usinghumourand intentionallyprovokingironytoenable questionstobe asked (Grosz&
Foucault,2004; Rose,2007; Lippett,1994; Vlieghe, 2014). )
 Questionsare more useful thananswers
 Identityisnotsomethingtodiscoveror‘know’itis an ongoinglife-longproject(becoming–
rather thanbeing)
 Contradictions donotnecessarilyneedtobe resolved
 Exploringthe aestheticof diversityandthe body – as a formof ‘vitalistic’philosophy (Lash,
2006; Overboe,2007)
 Inquiryaroundtechnologyandthe bodythroughnotionof ‘accessibility’tocivicspace and
physical space
 Use of postmodernandpoststructural deconstructionandunderstandingof language and
power(Davies, 1991 & 1994; Gannon& Davies,2007; St Pierre,2000)
 That as knowledge(epistemology) iscreated/discovered,ignorance (agnotology) is
created/undiscovered/hidden (Proctor2008; Logue 2014) – thisrelationshipiscritical to
understandingthe knowledge-powerrelationship

5. HOPES FOR2016 – WHAT WE WOULD LIKE TO DO TO TAKE THIS TO ANOTHERLEVEL OFEXPERIENCE
– MORE MEANINGFUL, REWARDINGANDRELEVANT
 Selectasmall group of 10-15 year13 studentsfromdiverse backgrounds withsome
personal connectionand curiosityaroundthe notionsof gender,sexuality,anddisability
 Have 3 weekendworkshopsduringthe yeartobuildtrustandsharedunderstandingabout
the process
 Once a monthmeetingsduringschool (periodx – lunch) todevelopideasandthinking
processes (expandingthese toincludeotherinterestedstudentsinyears11-13)
 Work withDiversityNew Zealandtocreate a partnershiprelationship
 Engage withThe UniversityOf Auckland1
toresearchthe functionof humourindisarming
fearof difference
 Create strongerlinkswithwiderschool communityabout‘inclusivity’ –developaproject
together(presentation,feedback,art,performance?)
 PossiblyofferingNCEA level 2& 3 credits(AchievementStandardHealth –e.g.91239
Analyse issuesrelatedtosexualityandgendertodevelopstrategiesforaddressingthe
issues,or;91237 - Take action to enhance an aspectof people’swell-beingwithinthe school
or widercommunity.Level3- 91463: Evaluate healthpracticescurrentlyusedinNew
Zealand,or;91464 - Analyse acontemporaryethical issue inrelationtowell-being)
POTENTIALOUTCOMES
Fear isone of the biggestbarrierstoconnecting. We needto‘disturbdifference’(Grosz,2013) rather
than be disturbed. Youngpeoplewhocanholdopenthe ideathatdifference isexciting andoffers
perspectivesandopportunitiestolearnandgrow will move intoadulthoodable torecognise the
range of responsestodifference andunderstandthese withoutneedingtojudge butpotentially
gentlyenable otherstoaccessalternativeideas theyhadnotconsidered.Youngleadersand
entrepreneursmovingintothe world inawide range of professions mightstayopentorepresenting
more diversitypubliclyandtreatthose peoplewithrespectanddignityintheir professional lives.
DiversityInquiryisfirstandforemostaninvitationaldialogue that hopestochange one personat a
time,throughone conversationata time.
Finally,EpsomGirlshasrecentlyadoptedfourvalues: Courage, Compassion,Curiosityand
Community.DiversityInquiryisacommunityof inquirybasedoncuriosityandhavingcourage toask
questionssothatcompassionandunderstandingforall maybe possible.
In the wordsof ByronKatie “an uncomfortable feelingisnotan enemy.It’sagiftthat says ‘get
honest– inquire’.
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