A key principle promoted by DIV:INQ is inclusion.
The curriculum is non-sexist, non-racist, and non-discriminatory; it ensures that students’ identities, languages, abilities, and talents are recognised and affirmed and that their learning needs are addressed. (Te Kete Ipurangi – www.tki.org.nz)
DIV:INQ aspires to the broadest spectrum of inclusion, by exploring how we affirm even that which we do not see or understand.
- using language, symbols, and texts
- managing self
- relating to others
- participating and contributing
A DIVINQ community is a social context that is challenging and different to everyday learning conversations because it continually engages with the key competencies. It occupies a space — not generally afforded young people — to explore, with rigour, playfulness and creativity, complex ideas that inform and constrain our understanding of ‘self’.
Values are deeply held beliefs about what is important or desirable. They are expressed through the ways in which people think and act. (Te Kete Ipurangi – www.tki.org.nz)
DIV:INQ specifically supports many of the Curriculum’s values:
- innovation, inquiry, and curiosity, by thinking critically, creatively, and reflectively
- diversity, as found in our different cultures, languages, and heritages
- equity, through fairness and social justice
- community and participation for the common good
- ecological sustainability, which includes care for the environment
- integrity, which involves being honest, responsible, and accountable and acting ethically
- respect of self, others, and human rights.
DIV:INQ supports and also challenges and expands on diversity as defined above. ‘Respect’ becomes an outcome through deeper understanding — a careful investigation of how fear of difference limits perspectives and frames assumptions — rather than a general ‘rule’ or requirement. DIV:INQ resists the assumption that ‘disagreements in different values need negotiation and solutions to be acted upon.’
DIV:INQ holds that there is no inherent problem in diversity itself, but that responses to solving problems reveal the tension off power, as well as the social construction inherent in what is considered ethical and socially justifiable.
Additional values explored:
- ‘uniquity’ (as a challenge to equity)