To begin, I propose doing a first exercise in etymology. We can divide the word “diversity” into three parts. The prefix di- refers to a separation, to something that diverges in a set. The root vertere, from Latin, alludes to pouring, turning, changing direction, or going around. Finally, with the suffix -dad we imply that we are referring to a quality. All in all, the word diversity refers to what turns in the opposite direction, to the quality of what, by itself, is different and is defined by variety. At the same time, the diverse alludes to the idea of separation, as well as deviation from the usual, from what is normal or normalized (hence also its relationship with the term divert).
Being present in society as a whole, it is inevitable that it is reflected to a greater or lesser extent in our classrooms. The point is that without understanding or managing diversity, it is not possible to configure an inclusive education defined by equal opportunities.
There are many types of diversity
We are talking about social diversity, insofar as our students come from different social classes, in a broad sense; religious, ethnic, cultural and linguistic diversity, since they carry with them different ways of seeing, thinking and interpreting the world, different cultures, as well as different languages; sexual and gender diversity, which not only refers to the biological (there are boys and girls), but also to gender identities, which also shape different representations of the world, interests, expectations, motivations… elements that in themselves generate greater diversity in our students; functional diversity, which is fundamental; diversity in terms of physical differences, abilities and difficulties, of learning, of development, for which there are tools that allow early detection.
Insofar as we are capable of managing diversity, with the necessary tools, and promoting a curriculum –a transcultural curriculum– that recognizes it and knows how to connect with the interests of the students, we will be able to advance towards inclusive education and equal opportunities.
Saying that all students are the same is detrimental to the children themselves.
It is necessary to bet on a transcultural curriculum
This is what happens with the traditional curriculum, which presumes that everyone is the same or at least that everyone should be: everyone should learn and study the same thing, in the same way and at the same pace, ignoring at the same time the diversity inherent in the reality of the classroom and of the society from which it is nourished.
We know that it is necessary to bet on a transcultural curriculum. The world, the social reality, is defined by diversity and the school is called to prepare the new generations to assume it with naturalness, in addition to making children recognize themselves as different from each other on a level playing field. The question is, is it possible? The answer to this question can only be one: it depends on us, on the coordinated, collaborative and participatory action between teachers, families and also, and above all, students. After all, they are the protagonists of their own learning.
There are tools, such as dide, capable of managing diversity by facilitating the collection of information from the child’s environment to the educational counselor and teachers to identify early their educational needs and their learning and development difficulties and thus be able to attend to diversity early.
Families can also know the educational needs of their children and know if they need professional help. At the same time, they will be able to put into practice some simple guidelines based on the result of the dide study.
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