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Abstract In British Columbia, respect for diversity, human rights and social justice, are the pillars of the official provincial politics of inclusion in the schools (BC Ministry of Education 2005). This article is about the comparison between two school systems (the regular program in English and the francophone school) which are differentiated by the choice of the language of instruction, the relationship between majority/minorities and identity issues, and by the way in which they consider the inclusion of ethnic diversity in their pedagogical practices. The comparative analysis of a sample of data from interviews with teachers in secondary schools in the metropolitan region of Vancouver reveals their conception of diversity, the points of divergence and convergence which are present in their discourse on ethnic diversity and its inclusion in the classroom, as well as the gap which exists between the education politics of multicutturalism and inclusion, adopted by the province (ibid.), and the pedagogical practices put into place for this purpose.