Inclusive education for all…except the educators?: an autoethnography

Abstract

This autoethnographic project examines the dissonance between Canadian school boards' commitments to equity and the lived experiences of marginalized educators. Through a personal narrative, the author explores how their intersecting identities—neurodiversity, physical and invisible disability, and queer identity—shaped and ultimately ended their K-12 teaching career. Using reflective storytelling and academic research, they explore systemic shortcomings in inclusive practices. The author advocates for accessible, identity-affirming educational environments for all, including the educators.