Interest in inclusive teaching is at an all-time high. Unless mandated, educators who want help addressing the needs of diverse learners are likely already contemplating or actively making changes. But what about educators who do not recognize a need to change or are resistant to it? What if--in the context of a consultation on a seemingly unrelated issue--educators offer a perspective or practice that suggests prejudice towards others? We offer a framework for deciding whether, when, and how to address "isms" (racism, classism, ageism, etc.) in ways that advance social justice and engage, rather than alienate or appease, our clients. (MAIN ROOM WILL BE RECORDED)
