ABSTRACT

Diversity is a socially constructed idea where differences are assigned values that are in turn shaped by local socio-political exigencies and narratives. Interpretations of diversity in Anglo-Saxon contexts tend to revolve around identity markers, such as race, gender, (dis)abilities and nationalities. Looking beyond Anglo-Saxon contexts, this paper examines how teachers in Singapore understand student diversity through their practices of differentiated instruction and, consequently, how these perceptions and practices engage with issues of equity. Teachers in our study interpreted student diversity primarily as academic readiness – shaped by students’ abilities, attitudes and families. These teachers’ experiences illuminate how analysing practices addressing diversity yields critical insights around dominant narratives and ideologies. In particular, findings point to a contextually situated construction of diversity and understandings of equity that are attuned to the national narratives of meritocracy, multiculturalism and academic excellence in Singapore.

摘要

多样性是一种社会建构的理念，其中差异被赋予了价值，而这些价值又受到当地社会政治紧急情况和叙事的影响。盎格鲁-撒克逊语境中对多样性的解释往往围绕身份标记，例如种族、性别、（残疾）能力和国籍。本文超越盎格鲁-撒克逊语境，考察新加坡的教师如何通过差异化教学实践来理解学生的多样性，以及这些观念和实践如何与公平问题相关联。在我们的研究中，教师主要将学生多样性解释为学业准备——由学生的能力、态度和家庭塑造。这些教师的经验阐明了分析解决多样性的实践如何产生关于主导叙事和意识形态的批判性见解。