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Our experience of common approaches to teaching diversity suggests that while we espouse to teach inclusion in order to yield the potential workgroup and organizational value associated with diversity, we may be in effect teaching exclusion, perpetuating the practice of making distinctions between perspectives that are sanctioned and valued, and those that are not. We explore ways this inclusion–exclusion conundrum emerges and is reinforced, potential inherent dangers, and strategies to yield more inclusive diversity courses.
Stewart et al. (Mon,) studied this question.