Chapter 4: The Identity of the Inclusive Teacher: I-Positions Towards Diversity.

Thus, in this chapter, based on the recognition of identity as a set of changing, dynamic and multivocal I-positions (Hermans, 2013), we identify possible teachers’ I-positions (I-p) towards inclusion and the types of external and exterior voices (Hermans, 2003) that are usually built on it. Thus, we describe teachers’ representations considered as external voices, internalized by teaching practice. We explored approaches to diversity, hegemonic and subaltern voices and analyzed teaching attitudes in 5 areas: functional diversity, cultural diversity, sexual and gender diversity, and diversity of learning styles. On that basis, we identified 10 possible transitions that should be favored in teacher training towards more inclusive identity positions. Finally, we propose the contact zone, generative dialogue, and training through Critical Incidents as substantial for teacher training.