Naomi van Stapele, Lector for Inclusive Education at The Hague University of Applied Sciences, welcomes three students to discuss inclusive language in university classrooms.

My name is Savannah Melbauer and today we're going to be talking about inclusive education.

To me, Inclusive education is a collective process.

Inclusive education to me means being inclusive to the whole student body.

And for me, inclusive education is the language that everyone understands.

So inclusive education, a broad debate, but language is very important and we all have examples of where language actually turns out to be very exclusive, unintentionally often but has been used in very exclusionary ways.

So all of you have shared with me before in preparation some of the examples that you've come across.

So maybe I could ask you to start with an example that you shared with us, please.

So in a class that I followed, which I'll keep anonymous, there was a poem that was read by my teacher and she used the N-word repeatedly in it.

She read it out loud and I felt uncomfortable but I wasn't sure what to say.

I looked to other people for reactions, but no 1 seemed to speak up.

So I ended up not doing it, but looking back I really regret it, because it could have been a moment of educating my teacher on the fact that maybe she shouldn't use it.

And maybe someone in the classroom is feeling personally really like uncomfortable.

Because it was, I mean, she read the entire word out loud instead of saying the N-word, she actually said the other word.

And sometimes you can say it in quotes and then you have to have a conversation about it.

So it's not just, you can use maybe a word and to have a moment of education, but she actually just said the word and then you felt uncomfortable and maybe others did as well, but you didn't feel that there was a safe space enough to discuss it.

What I noticed a lot in these situations is that there's never a point of addressing the fact that something's wrong or something's been done that might be a bit exclusionary and disrespectful.

And we have to come to that point to make progress, I feel like, but we just can't seem to get there.

And Language is violence, it's a way of symbolic violence, right?

It's exclusionary in many ways, because it does reproduce particular exclusionary dynamics, and especially this type of language, when it refers to very, very painful histories.

We need to make these discussions explicit.

Before I come to you, you also had an interesting reflection on the use of exclusionary language, although maybe in unintentionally, but then still we need to be more aware as teachers and as students and staff and the entire community to us to how we use our language more inclusive.

Yeah I can remember back in high school that we would have some teachers who would sometimes use very academic language in the classroom which is something that I think that we have the tendency to do if we're teachers and we've obviously gone through the education to get to that point, but it would mean that some students didn't understand what the teacher was saying fully and it kind of shuts them down from really interacting in the class or knowing what was going on in the classroom just because of certain words that were being used when a teacher was teaching.

And I think kind of going off of what Kinzo was talking about, Language can be very comforting, but it can also be something that is very uncomfortable and sometimes those uncomfortable conversations come from the use of language and I yeah, I kind of find that something that's interesting in the classroom that we kind of have to come to to be okay with being uncomfortable during some conversations and also, how can we utilize language to be comfortable and I think that sort of is related to what you were saying about how we can use language as a positive thing.

Absolutely, so I believe in a classroom it's really important to foster cooperation and language plays a very pivotal role in that because if everyone is on an equal, in an equal level of understanding, then it helps all the students achieve what they want.

And here I believe a teacher's role is really important because a teacher is the 1 who in a way guides everybody and a teacher is the 1 who should help all the students understand regardless of any bias or their background or the students' background to help them understand each other and help them eradicate any sort of, any element of exclusion.

And it would be, it's an opportunity to use any type of moment that exclusionary language or even other kinds of discussions come up.

These are moments to really have an educational conversation together, to learn together.

But then teachers need to take that opportunity and be brave enough, I would say, to really start up that conversation and open it up and then also make clear that how can we not use dehumanizing language.

The other 1 that I find very offensive is Oost-Indisch Doof, which is a very offensive colonial reference, and goes back to the colonized, the history with Indonesia, between Netherlands and Indonesia, which is a very painful history for many.

And I think we need to be far more aware of that.

And then if it's mentioned, even though as a teacher you might not mention it, if it's mentioned, let's take that as a moment to have that conversation in the classroom and then educate each other on how we can improve to be more inclusive and create a safe space with our language.

But it's not just language and I think you, Fenna, have a very good example of how other types of discussions that emerge in a classroom and when the teacher is reluctant to create that moment of learning together has actually detrimental effects, so please.

There was an incident that happened a few years ago in a class where a teacher had asked a question about head coverings and a student had made a comment about how his sister, he's Dutch, how his sister doesn't wear a head covering because they live in a more developed country, mentioning the Netherlands, the fact that they grew up in the Netherlands.

And obviously that made a lot of students in the room very uncomfortable.

And the teacher also recognized that that was a comment that that student shouldn't have made and that it was making everyone in the room tense and you could really feel that in the classroom.

But instead of kind of going in and having a conversation on why there was that kind of tension within the room, the teacher sort of said, oh you can't say that, that's really not okay to say, and continued with the class that they were giving.

But after the class, because there was still that tension in the classroom, that entire hour and a half long class, a group of students started having a dialogue about the comment that had been made with the student who made the comment and also with other students who had different experiences.

And we actually learned a lot from having that conversation.

We kind of understood why that student had said what they had said.

We got different perspectives from people who had lived in different countries.

And I think we sat outside of the classroom for like an hour outside, like next to the class.

And it was just a very educational conversation that we had.

But that could have happened during the class itself.

And all the students who ended up leaving the classroom didn't hear that conversation that we had had.

And I understand why the teacher said what they had said, because it was obviously a very offensive thing that the student had said, and they didn't know how to deal with it.

And I think the natural response is to say, you can't say that, and let's try to move on as quick as possible, but there was potential for a conversation and that was sort of lost.

It's definitely a missed opportunity from the teacher's side to have that conversation in class and then directed towards, we have these rules of conduct, we do not dehumanize in our language, we try to educate each other, but not everyone has the same background or the same familiarity with each other, the same maybe knowledge about particular histories.

What we want to create is an open culture in which we can actually educate each other instead of sort of silencing the conversation, try to stop it because we are so uncomfortable and scared to say the wrong thing.

I think it's very good to be mindful of what we say.

I mean, that's where we started with the language.

And at the same time, it's very good to then, when something happens, especially between students, as a teacher, we have a different type of responsibility.

We need to be very careful with our language in everything, in the texts that we choose, the language we use in class and everything.

At the same time, students come from different backgrounds, they come into this classroom and we need to have them more as a point of departure of this pedagogical context that we create.

So maybe, could you say a bit more about that?

This specific example to me was something that I had to hear as a Muslim woman and I immediately laughed it off.

And then I looked up and I look at my non-Muslim friend who is blonde, has blue eyes and is very Dutch and she looks pissed off.

And for that to have to make me realize that someone just said something really discriminatory that actually I shouldn't have to laugh off.

But that person should have been held accountable for that and educated because it was literally a space for education, which I'm still sad about that.

I wish we would have done something with it, because I would have been excited to give my input and actually clarify to him what it means, because it almost makes me feel like the teacher was scared, like that we were scared that I was going to get angry.

And that to me is another stereotype that I have to do with like being a brown woman because that makes me wonder like do people think I'm not able to communicate my culture in a peaceful manner because like that's literally what my religion is about like it's peace like I'm just a little disappointed

So how can teachers address their own assumptions about students?

It might not even be already a stereotype but at least assumptions, how can they start to address these a bit more?

Yeah, so I particularly understood this from the point that you mooted first when you told that, you know, people wouldn't understand if that particular point of view unless they understand the whole background behind it.

So I guess the teachers also have to understand or learn in this way that there are different students from different cultures and it'd be helpful if they took a part, partook in that discussion and in a way learned about how their history has been or how the history of Islam has been in that particular context.

If not this, is it okay to address it like this?

Then we are in an environment of inclusivity and then we can talk freely.

If I never know how to address it, I'll always be afraid of addressing it.

So I kind of feel that it's really important to take part together and talk about, discuss about certain things because I'm a Muslim myself and a lot of people come to me and ask, okay, what about this?

A lot of people consider it offensive or when I say some things, I'm always afraid that I shouldn't do it in this way.

And that day I had a really stimulating discussion with my friend.

Okay, so the history is this, this is like this, and it's, you know, it's always beneficial.

You learn, or they learn, and you know, everyone has something to gain from that discussion.

Hannah, do you have something to add to that?

I think that there's always an element of self-educating yourself about world issues or different religions.

And there are so many ways in which you can do that.

The internet is probably 1 of the best places because it's so accessible and so available.

And I think also speaking to your colleagues, talking to colleagues about things that have happened in the classroom, what can we learn from each other?

Because teachers were once students as well.

And I think that there's a lot of experiences that they probably had back in the day, so to say, that are still relevant today.

So I think that, yeah, there's 2 elements.

It's also conversations with your peers, so other colleagues, other teachers, but also at home, kind of what can you do?

Can you read a blog or watch a YouTube video about something that you want to talk about in the classroom, but you want to make sure that you're kind of fully aware of the cultural context of what you might be talking about for different students, which goes for both international and Dutch programs, by the way.

Because I think sometimes we think Dutch programs, it's all gonna be, you know, white Dutch students, but that's not true.

We're 1 of the most diverse schools in the country.

So I think that's, yeah, it's important to recognize that as well.

So we have learn from students, but also start from the students lived experiences in developing our curricula, our pedagogy, and engage students also throughout the course when we're teaching.

Engage a broader segment of students and not just recycle the ones as a certain group because that becomes then then a fatigue increases and then there's a way that we can learn together especially and then I mean we I'm saying we as a as teachers as who have a particular responsibility in creating these inclusive educational contexts.

And then we can also do some work ourselves, and I think that also applies again to students.

So if a student is called out for saying something that might have been received as offensive, even though it might not have been intentionally, it was received as such, so we need to look at the effect and not at the intention of communication all around.

Then we can also as teachers be ones that can hand out particular resources for further self-education and do that ourselves.

And you may have another thing to add to this very important list.

I think Fana mentioned a really important point about diversity and the international platform that we're in right now.

So I started for 15 years, 16 years back in my country in India.

And when I came here the first time, I was actually pleasantly surprised, because this was the first time when I encountered a really international platform.

I expected, like she said, everyone would be Dutch here, all Dutch people, but that wasn't the case.

I met, I could say, in my first year I had probably in my tutor group 15 people from almost 8 different nationalities.

Everyone who resides in the Netherlands would be considered Dutch to some extent.

Yeah of course but then I mean I meant from different nationalities they came here to study in the Netherlands.

LAUGHTER So, yeah, I mean, there, you know, I also had an instance where actually a teacher who approached me and we had a discussion about the colonialism that the United Kingdom had on India back in the day.

So we spoke, it was really stimulating discussion and how the teacher asked me, are you offended when someone mentions it or talks about it?

Like, absolutely not because it's something that I want others to understand as well.

And in a way that I also see a different perspective.

What's their perspective on that situation?

Because I've always seen it as an insider of how things have been happening to my country, but when I see a different perspective, I learn more things from it, and vice versa, like you mentioned, and they learn different things.

That's, I mean, so the discussion that I had with my teacher was really important, and it comes from the point that Fenna mentioned, self-initiative.

The teacher took an initiative to understand what it's like, to understand how it is, and probably they could have a discussion amongst their colleagues so that it could be spread around, the information could be disseminated so that everyone understands.

And the crucial bit, the teacher asks you whether you are comfortable with it.

And I think that's a really good check because you can learn from students.

It's just that if you over, you put such a demand on students, it's good to check whether they're okay with it.

And I think that's really important in any regard, but especially in these kind of conversations, especially when you acknowledge yourself that you might not be the 1 to speak about such issues.

I think the essence that we're all coming towards, if there is an essence, there's 1 and that's humanity.

If we are to treat each other in humane ways, there's certain things that you can't say, you can't be dehumanizing in your language, You can't be...

And I mean we haven't even touched on all the oppressions that intersect in particular lives among students, staff and so on, who are all part of our community.

And we may not even be aware of all the oppressions that people have to experience on a daily basis.

And that's where we need to be open and constantly invite people's own stories and listen to them.

I think listening is the first key aspect that we start with when trying to become more inclusive in our education.

I think what we can conclude is that there's a particular responsibility that teachers have and they can work together on helping each other, reviewing cases together to become more actionable, to really become more in charge of these conversations, not to shun them, but to address them and to start from the students and not have assumptions.

I think I would like to thank you all very much for these insightful comments and examples and recommendations that you have for us teachers.


Speaker 0: Hello, my name is Altamish Khalil.

Speaker 1: My name is Kinzaar Sein.

Speaker 2: My name is Naomi van Stapelen.

Speaker 3: My name is Savannah Melbauer and today we're going to be talking about inclusive education.

Speaker 2: To me, Inclusive education is a collective process.

Speaker 1: Inclusive education to me means being inclusive to the whole student body.

Speaker 0: And for me, inclusive education is the language that everyone understands.

Speaker 2: So inclusive education, a broad debate, but language is very important and we all have examples of where language actually turns out to be very exclusive, unintentionally often but has been used in very exclusionary ways. So all of you have shared with me before in preparation some of the examples that you've come across. So maybe I could ask you to start with an example that you shared with us, please.

Speaker 1: It does. So in a class that I followed, which I'll keep anonymous, there was a poem that was read by my teacher and she used the N-word repeatedly in it. She read it out loud and I felt uncomfortable but I wasn't sure what to say. I looked to other people for reactions, but no 1 seemed to speak up. So I ended up not doing it, but looking back I really regret it, because it could have been a moment of educating my teacher on the fact that maybe she shouldn't use it.

And maybe someone in the classroom is feeling personally really like uncomfortable.

Speaker 2: Because it was, I mean, she read the entire word out loud instead of saying the N-word, she actually said the other word. Yes, several times. And sometimes you can say it in quotes and then you have to have a conversation about it. So it's not just, you can use maybe a word and to have a moment of education, but she actually just said the word and then you felt uncomfortable and maybe others did as well, but you didn't feel that there was a safe space enough to discuss it.

Speaker 1: There was no conversation. What I noticed a lot in these situations is that there's never a point of addressing the fact that something's wrong or something's been done that might be a bit exclusionary and disrespectful. And we have to come to that point to make progress, I feel like, but we just can't seem to get there.

Speaker 2: And Language is violence, it's a way of symbolic violence, right? It's exclusionary in many ways, because it does reproduce particular exclusionary dynamics, and especially this type of language, when it refers to very, very painful histories. We need to make these discussions explicit. Before I come to you, you also had an interesting reflection on the use of exclusionary language, although maybe in unintentionally, but then still we need to be more aware as teachers and as students and staff and the entire community to us to how we use our language more inclusive.

Speaker 3: Yeah I can remember back in high school that we would have some teachers who would sometimes use very academic language in the classroom which is something that I think that we have the tendency to do if we're teachers and we've obviously gone through the education to get to that point, but it would mean that some students didn't understand what the teacher was saying fully and it kind of shuts them down from really interacting in the class or knowing what was going on in the classroom just because of certain words that were being used when a teacher was teaching. And I think kind of going off of what Kinzo was talking about, Language can be very comforting, but it can also be something that is very uncomfortable and sometimes those uncomfortable conversations come from the use of language and I yeah, I kind of find that something that's interesting in the classroom that we kind of have to come to to be okay with being uncomfortable during some conversations and also, how can we utilize language to be comfortable and I think that sort of is related to what you were saying about how we can use language as a positive thing.

Speaker 0: Absolutely, so I believe in a classroom it's really important to foster cooperation and language plays a very pivotal role in that because if everyone is on an equal, in an equal level of understanding, then it helps all the students achieve what they want. And here I believe a teacher's role is really important because a teacher is the 1 who in a way guides everybody and a teacher is the 1 who should help all the students understand regardless of any bias or their background or the students' background to help them understand each other and help them eradicate any sort of, any element of exclusion.

Speaker 2: And it would be, it's an opportunity to use any type of moment that exclusionary language or even other kinds of discussions come up. These are moments to really have an educational conversation together, to learn together. But then teachers need to take that opportunity and be brave enough, I would say, to really start up that conversation and open it up and then also make clear that how can we not use dehumanizing language. The other 1 that I find very offensive is Oost-Indisch Doof, which is a very offensive colonial reference, and goes back to the colonized, the history with Indonesia, between Netherlands and Indonesia, which is a very painful history for many. And I think we need to be far more aware of that.

And then if it's mentioned, even though as a teacher you might not mention it, if it's mentioned, let's take that as a moment to have that conversation in the classroom and then educate each other on how we can improve to be more inclusive and create a safe space with our language. But it's not just language and I think you, Fenna, have a very good example of how other types of discussions that emerge in a classroom and when the teacher is reluctant to create that moment of learning together has actually detrimental effects, so please.

Speaker 3: There was an incident that happened a few years ago in a class where a teacher had asked a question about head coverings and a student had made a comment about how his sister, he's Dutch, how his sister doesn't wear a head covering because they live in a more developed country, mentioning the Netherlands, the fact that they grew up in the Netherlands. And obviously that made a lot of students in the room very uncomfortable. And the teacher also recognized that that was a comment that that student shouldn't have made and that it was making everyone in the room tense and you could really feel that in the classroom. But instead of kind of going in and having a conversation on why there was that kind of tension within the room, the teacher sort of said, oh you can't say that, that's really not okay to say, and continued with the class that they were giving. But after the class, because there was still that tension in the classroom, that entire hour and a half long class, a group of students started having a dialogue about the comment that had been made with the student who made the comment and also with other students who had different experiences.

And we actually learned a lot from having that conversation. We kind of understood why that student had said what they had said. We got different perspectives from people who had lived in different countries. And I think we sat outside of the classroom for like an hour outside, like next to the class. And it was just a very educational conversation that we had.

But that could have happened during the class itself. And all the students who ended up leaving the classroom didn't hear that conversation that we had had. And I understand why the teacher said what they had said, because it was obviously a very offensive thing that the student had said, and they didn't know how to deal with it. And I think the natural response is to say, you can't say that, and let's try to move on as quick as possible, but there was potential for a conversation and that was sort of lost.

Speaker 2: It's definitely a missed opportunity from the teacher's side to have that conversation in class and then directed towards, we have these rules of conduct, we do not dehumanize in our language, we try to educate each other, but not everyone has the same background or the same familiarity with each other, the same maybe knowledge about particular histories. What we want to create is an open culture in which we can actually educate each other instead of sort of silencing the conversation, try to stop it because we are so uncomfortable and scared to say the wrong thing. I think it's very good to be mindful of what we say. I mean, that's where we started with the language. And at the same time, it's very good to then, when something happens, especially between students, as a teacher, we have a different type of responsibility.

We need to be very careful with our language in everything, in the texts that we choose, the language we use in class and everything. At the same time, students come from different backgrounds, they come into this classroom and we need to have them more as a point of departure of this pedagogical context that we create. So maybe, could you say a bit more about that?

Speaker 1: This specific example to me was something that I had to hear as a Muslim woman and I immediately laughed it off. And then I looked up and I look at my non-Muslim friend who is blonde, has blue eyes and is very Dutch and she looks pissed off. And for that to have to make me realize that someone just said something really discriminatory that actually I shouldn't have to laugh off. But that person should have been held accountable for that and educated because it was literally a space for education, which I'm still sad about that. I wish we would have done something with it, because I would have been excited to give my input and actually clarify to him what it means, because it almost makes me feel like the teacher was scared, like that we were scared that I was going to get angry.

And that to me is another stereotype that I have to do with like being a brown woman because that makes me wonder like do people think I'm not able to communicate my culture in a peaceful manner because like that's literally what my religion is about like it's peace like I'm just a little disappointed

Speaker 2: in that case. So how can teachers address their own assumptions about students? It might not even be already a stereotype but at least assumptions, how can they start to address these a bit more?

Speaker 0: Yeah, so I particularly understood this from the point that you mooted first when you told that, you know, people wouldn't understand if that particular point of view unless they understand the whole background behind it. So I guess the teachers also have to understand or learn in this way that there are different students from different cultures and it'd be helpful if they took a part, partook in that discussion and in a way learned about how their history has been or how the history of Islam has been in that particular context. What is it actually? If not this, is it okay to address it like this? Then we are in an environment of inclusivity and then we can talk freely.

If I never know how to address it, I'll always be afraid of addressing it. So I kind of feel that it's really important to take part together and talk about, discuss about certain things because I'm a Muslim myself and a lot of people come to me and ask, okay, what about this? A lot of people consider it offensive or when I say some things, I'm always afraid that I shouldn't do it in this way. And that day I had a really stimulating discussion with my friend. Okay, so the history is this, this is like this, and it's, you know, it's always beneficial.

It's never bad, it can never go wrong. You learn, or they learn, and you know, everyone has something to gain from that discussion.

Speaker 2: Hannah, do you have something to add to that? What can we do differently as teachers?

Speaker 3: I think that there's always an element of self-educating yourself about world issues or different religions. And there are so many ways in which you can do that. The internet is probably 1 of the best places because it's so accessible and so available. And I think also speaking to your colleagues, talking to colleagues about things that have happened in the classroom, what can we learn from each other? Because teachers were once students as well.

And I think that there's a lot of experiences that they probably had back in the day, so to say, that are still relevant today. So I think that, yeah, there's 2 elements. It's also conversations with your peers, so other colleagues, other teachers, but also at home, kind of what can you do? Can you read books? Can you watch documentaries?

Can you read a blog or watch a YouTube video about something that you want to talk about in the classroom, but you want to make sure that you're kind of fully aware of the cultural context of what you might be talking about for different students, which goes for both international and Dutch programs, by the way. Yes. Because I think sometimes we think Dutch programs, it's all gonna be, you know, white Dutch students, but that's not true. We're 1 of the most diverse schools in the country. Yes.

So I think that's, yeah, it's important to recognize that as well.

Speaker 2: So we have learn from students, but also start from the students lived experiences in developing our curricula, our pedagogy, and engage students also throughout the course when we're teaching. Engage a broader segment of students and not just recycle the ones as a certain group because that becomes then then a fatigue increases and then there's a way that we can learn together especially and then I mean we I'm saying we as a as teachers as who have a particular responsibility in creating these inclusive educational contexts. And then we can also do some work ourselves, and I think that also applies again to students. So if a student is called out for saying something that might have been received as offensive, even though it might not have been intentionally, it was received as such, so we need to look at the effect and not at the intention of communication all around. Then we can also as teachers be ones that can hand out particular resources for further self-education and do that ourselves.

And you may have another thing to add to this very important list.

Speaker 0: Absolutely. I think Fana mentioned a really important point about diversity and the international platform that we're in right now. So I started for 15 years, 16 years back in my country in India. And when I came here the first time, I was actually pleasantly surprised, because this was the first time when I encountered a really international platform. I expected, like she said, everyone would be Dutch here, all Dutch people, but that wasn't the case.

I met, I could say, in my first year I had probably in my tutor group 15 people from almost 8 different nationalities.

Speaker 2: Everyone who resides in the Netherlands would be considered Dutch to some extent.

Speaker 0: Yeah of course but then I mean I meant from different nationalities they came here to study in the Netherlands.

Speaker 2: Sorry, I'm just being inclusive

Speaker 0: in my language. LAUGHTER So, yeah, I mean, there, you know, I also had an instance where actually a teacher who approached me and we had a discussion about the colonialism that the United Kingdom had on India back in the day. So we spoke, it was really stimulating discussion and how the teacher asked me, are you offended when someone mentions it or talks about it? Like, absolutely not because it's something that I want others to understand as well. And in a way that I also see a different perspective.

What's their perspective on that situation? Because I've always seen it as an insider of how things have been happening to my country, but when I see a different perspective, I learn more things from it, and vice versa, like you mentioned, and they learn different things. That's, I mean, so the discussion that I had with my teacher was really important, and it comes from the point that Fenna mentioned, self-initiative. The teacher took an initiative to understand what it's like, to understand how it is, and probably they could have a discussion amongst their colleagues so that it could be spread around, the information could be disseminated so that everyone understands.

Speaker 2: And the crucial bit, the teacher asks you whether you are comfortable with it. And I think that's a really good check because you can learn from students. It's just that if you over, you put such a demand on students, it's good to check whether they're okay with it. And I think that's really important in any regard, but especially in these kind of conversations, especially when you acknowledge yourself that you might not be the 1 to speak about such issues. I think the essence that we're all coming towards, if there is an essence, there's 1 and that's humanity.

If we are to treat each other in humane ways, there's certain things that you can't say, you can't be dehumanizing in your language, You can't be... And I mean we haven't even touched on all the oppressions that intersect in particular lives among students, staff and so on, who are all part of our community. And we may not even be aware of all the oppressions that people have to experience on a daily basis. And that's where we need to be open and constantly invite people's own stories and listen to them. I think listening is the first key aspect that we start with when trying to become more inclusive in our education.

I think what we can conclude is that there's a particular responsibility that teachers have and they can work together on helping each other, reviewing cases together to become more actionable, to really become more in charge of these conversations, not to shun them, but to address them and to start from the students and not have assumptions. I think I would like to thank you all very much for these insightful comments and examples and recommendations that you have for us teachers. Thank

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Inclusion in the University Classroom