This document summarizes a presentation exploring assumptions about inclusion in a teacher education program. The presentation discusses positioning itself and the research, emerging findings from observations and interviews, and the researcher's emerging position based on recording and interpreting the data. Some findings reflect critically on inclusion and exclusion. Course readings addressed knowledge about self and others. The presentation models inclusion as an ongoing process of becoming, not a finished state, and acknowledges the contributions of its collaborators.

1. Exploring assumptions about
inclusion in a pre-service teacher
education programme
Leechin Heng
PhD Candidate, School of Educational Studies and
Leadership, University of Canterbury, New Zealand
32nd Annual Pacific Rim International Conference on Disability and
Diversity, April 25 & 26, 2016
Hawai‘i Convention Center, Honolulu
Supervisors:
Missy Morton, Niki Davis & Rosemary Du Plessis

2. • Inclusion/exclusion and marginality
– positioning myself and this research
• Some emergent findings
– based on observation, interviews and course
materials
• My emerging research position
– from recording to interpretation
• Discussion
– questions, feedback, suggestions
Overview of the presentation

3. New Zealand
Helensville Online. (2016). Where in the world? [Image] Retrieved from
http://www.helensville.co.nz/general/worldmap.htm

4. Some findings – critical
reflections on inclusion
• Inclusion, exclusion and potential
harm
– Has anyone intentionally wanted
to be a teacher to harm a child?

5. The iceberg
[PowerPoint slides]. Retrieved from
http://www.learn.canterbury.ac.nz/

6. Some course readings
Santoro. (2009). Teaching in culturally
diverse contexts: What knowledge
about ‘self’ and ‘others’ do
teachers need?
McIntosh. (1990). White privilege:
Unpacking the invisible knapsack.

7. When people say…
I don’t see you as disabled
I don’t see you as black/brown/yellow/
blue/orange/green…..
I don’t see you as different
I don’t see you as…
Privilege conceals itself from
those who have it

8. You’re not deficit/weird/not normal/
unacceptable/ugly/
uncomfortable to be with…
Or simply…you are what I choose
to see you as?
Do they mean…

9. Knapsack
[PowerPoint slides]. Retrieved from
http://www.learn.canterbury.ac.nz/

10. • Inclusion as an ongoing project
- Always becoming, never arriving
Some findings – critical
reflections on inclusion

11. Three-way learning model
Fickel (2013)

12. Thank you – Mahalo
Acknowledgements
International Pacific Rim Conference on
Disability and Diversity
The Claude McCarthy Fellowship
The MTchgLn programme acknowledges the Ngāi Tahu Educational Advisory Group for the MTchgLn
programme and colleagues in the UC College of Education who are part of the MTchgLn development team
and related research. The programme development has been a collaborative effort, and the structures
developed for the operationalisation of the broad goal to prepare adaptive and action competent pre-service
teachers reflects the knowledge and wisdom of the group.

13. References
Fickel, L. (2013). Exemplary postgraduate ITE programmes RFA (Round 2) -
Submission to the Ministry. Application from the College of Education.
Unpublished. Christchurch, NZ: University of Canterbury.
Delgado, R. (2011). Rodrigo’s reconsideration: Intersectionality and the future of
critical race theory. Iowa Law Review, 96, 1247 - 1288.
Johnston, K. (2015). Superdiversity: Children lead the way as cultures combine.
Retrieved from
http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11531743
McIntosh, P. (1990). White Privilege: Unpacking the Invisible Knapsack.
Independent School. (Winter 1990).
Santoro, N. (2009). Teaching in culturally diverse contexts: what knowledge about
‘self’ and ‘others’ do teachers need? Journal of Education for Teaching, 35(1),
33-45. doi:10.1080/02607470802587111
Statistics New Zealand. (2016). New Zealand in profile: 2015. Retrieved from
http://www.stats.govt.nz/browse_for_stats/snapshots-of-nz/nz-in-profile-2015/popul