The Quiet Harm of Othering in the Classroom She sat at the edge of the group, close enough to hear, but not close enough to belong. No one said she couldn’t join. No one had to. Othering in the classroom rarely announces itself. It does not always come in the form of exclusionary language or overt bias. It lives in the subtle patterns. Who gets called on. Whose stories are reflected in the curriculum? Who is described as “those kids”? Who is constantly “supported” but rarely
