{"title":"How We Make Each Other by Perry Zurn (review)","authors":"Rory Gillard","doi":"10.1002/dvr2.70055","DOIUrl":"https://doi.org/10.1002/dvr2.70055","url":null,"abstract":"<p>In <i>How We Make Each Other</i> (Zurn <span>2025</span>), the author Perry Zurn offers strategies for resisting anti-trans landscapes. Such landscapes, whilst not new, are being emboldened through far-right extremism (Martino and Kuhl <span>2024</span>, p. 601) and authoritarianism (Nteta et al. <span>2025</span>). The text provides approaches for addressing trans exclusion and erasure through moving beyond policy-based approaches for trans inclusion in institutional settings, to focus on what gets overlooked in trans policy work (p. 15). The stuff of trans life that DEI policy work disregards includes objects (like dust and thread) and experiences (like fatigue), which can challenge institutional environments where trans people are pushed to the periphery. In this article, I provide an overview of Zurn's text, the methodology underpinning it and its unique contribution to the literature. I also explore how the text might be improved, including through a deeper examination of the aspiration of ‘belonging’ in trans inclusion work, and attunement to labour politics in trans advocacy. Overall, Zurn's book makes an exciting contribution to diversity studies, trans studies, and policy studies. This occurs through its focus on the textured reality and nuances of trans advocacy that are occluded from official policy narratives.</p><p>The book is split into three sections, commencing with a critique of trans inclusion policy work, and zeroing in on the role trans histories, resistance and hope play in challenging cisnormativity. Zurn studies trans histories, resistance and hope through qualitative and archival research at five colleges in the United States, which are known for their progressive trans inclusion work. The author focuses each chapter on a seemingly mundane, everyday object, or experience of significance to trans activism. This precipitates chapter titles like ‘dust’, ‘threads,’ and ‘fatigue.’</p><p>As opposed to focusing on DEI policy work, Zurn instead focuses on the trans and resistant nature of objects like ‘thread’ and ‘dust’ in the colleges. For instance, the author examines the trans nature of thread as it appears in the university archives (e.g., in the contexts of clothes swaps and drag balls). Thread can be read as trans given the proliferation of threads in the fraying of normative gender expectations, and in its capacity to bind together and fashion new selves (p. 141). In the chapter ‘dust’, Zurn explores the resistant and trans nature of dust, recognising its boundary-crossing embodiment of matter from multiple sources, including plants, animals, and minerals (p. 85). Here, Zurn also conceptualises trans identities as the dusty underside of the gender binary, which society attempts to erase, but cannot (pp. 85–86). Notably, through examining the role of dust and thread in trans lives and advocacy, Zurn redirects attention to that which is left out of trans inclusion policy scripts. The focus on mundane objects like dust and","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70055","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Aligning Value and Practice: Reimagining Inclusion in Contemporary Higher Education","authors":"Angelos Bakogiannis, Evie Papavasiliou","doi":"10.1002/dvr2.70054","DOIUrl":"https://doi.org/10.1002/dvr2.70054","url":null,"abstract":"<p>In contemporary higher education, inclusion is widely invoked as a core institutional value, yet its practical enactment remains uneven and often symbolic. This paper interrogates the tension between inclusion as an espoused value and inclusion as a demonstrable professional competence. While universities foreground inclusion in mission statements and strategic plans, such commitments frequently operate as ‘non-performative’ gestures that proclaim change without redistributing power or transforming structural conditions. By distinguishing values from competences, the paper reframes inclusion not only as a moral value but as a set of intentional pedagogical, curricular, and organisational practices that can be developed, evidenced, and held accountable. Drawing on research in inclusive pedagogy, co-creation, and the political economy of higher education, the analysis exposes how marketised logics can commodify inclusion while simultaneously obscuring its uneven and inequitable implementation. The persistent values-practice gap is shown to be more than an implementation failure: it is a structural feature of systems that benefit from ambiguity, reputational gain, and minimal disruption. The paper argues for ‘embedded, contested competence’, in which inclusion becomes a shared responsibility supported by institutional alignment, resourcing, accountability, and critical reflexivity. Bridging the gap requires not only technical refinement but a renewed commitment to the value of transforming the conditions under which inclusion is realised.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Harki Ranautta, Alexandra Beauregard, Rachel Lewis, Jo Yarker
{"title":"South Asian Employees' Experiences of Imposter Phenomenon","authors":"Harki Ranautta, Alexandra Beauregard, Rachel Lewis, Jo Yarker","doi":"10.1002/dvr2.70048","DOIUrl":"https://doi.org/10.1002/dvr2.70048","url":null,"abstract":"<p>Imposter phenomenon (IP), a lack of self-belief in one's competence, is recognised as a barrier to career progression. This study explores workplace experiences of IP among ethnic minority South Asian employees in the UK, including perceived drivers and impacts. The findings aim to inform evidence-based interventions to develop and support South Asian and other ethnic minority employees in the workplace. Semi-structured interviews were conducted with 15 South Asian employees across various sectors in the UK, recruited via a snowball sampling approach. Interview recordings were transcribed and analysed using inductive thematic analysis. We identified four key themes in South Asian employees' experiences of impostorism. Themes 1 and 2 relate to the internalised socio-cultural beliefs and organisational factors that influence the development of IP. Theme 3 encompasses the perceived impact IP has on employees, while Theme 4 focuses on coping mechanisms. As South Asians are not a homogenous group, further research taking an intersectional approach is needed to understand nuances within and between minority groups. These may include the potential influence on IP of generational identity, socio-economic status, and religious diversity. We identify unique drivers and impacts of IP related to South Asian socio-cultural norms and beliefs and provide a new conceptual model. Methodologically, this study addresses two gaps within the IP literature by sampling the working population and South Asian employees.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147562381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Bioethics in Medical Education: Training Future Physicians to Address Systemic Racism","authors":"Kayla Butts-Jones","doi":"10.1002/dvr2.70052","DOIUrl":"https://doi.org/10.1002/dvr2.70052","url":null,"abstract":"<p>Systemic racism continues to plague the medical field, contributing to persistent health disparities, inequitable treatment, and deep mistrust among marginalized communities. Medical schools hold a critical responsibility in reversing this trend by training future physicians to recognize, confront, and dismantle racism in healthcare. This narrative review explores the intersection of bioethics education and antiracism efforts in US medical schools. It outlines how systemic racism manifests in clinical practice and medical training, documents current institutional responses—including curriculum reforms, pipeline programs, and faculty diversity initiatives—and critically evaluates the gaps and inconsistencies in bioethics instruction. Drawing from historical injustices and contemporary data, the review highlights how ethical frameworks rooted in justice, autonomy, and non-maleficence can guide future physicians toward more equitable decision-making. The article argues for the standardization of bioethics education across medical institutions, emphasizing moral reasoning, cultural humility, and social justice. Recommendations include strengthening faculty training, conducting longitudinal outcome studies, forming community partnerships, and implementing structural accountability mechanisms. By embedding antiracist bioethics throughout medical education, institutions can cultivate clinicians equipped to deliver just, culturally competent, and ethical care for all patients.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70052","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147568662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Da'Shay Templeton, Ta'lia Gordan, Ruslan Korchagin
{"title":"“If We Don't Tell Our Stories, They'll Erase Us”: Understanding the Criminalization of Disabled Black American Activists","authors":"Da'Shay Templeton, Ta'lia Gordan, Ruslan Korchagin","doi":"10.1002/dvr2.70049","DOIUrl":"https://doi.org/10.1002/dvr2.70049","url":null,"abstract":"<p>This qualitative phenomenological study explores the lived experiences of disabled Black American activists to examine how systemic criminalization intersects with race and disability. Guided by Black Disability Threat Theory (BDTT; Templeton 2024) and scholarship on the school-to-prison nexus, this research conceptualizes schools and activist spaces as interconnected carceral sites that disproportionately surveil, discipline, and exclude disabled Black American individuals (Gardner et al. 2024; Sojoyner 2013; Meiners 2010). We argue that the same racialized ableist logics that criminalize disabled Black American youth in schools also shape their treatment in social movements and activist organizations, creating a continuous carceral landscape throughout their lives. Through semi-structured interviews with 11 disabled Black American activists, findings revealed pervasive patterns of hyper-surveillance, tokenization, exclusion from both Black American and disability advocacy communities, and systemic barriers in education and employment. Participants described persistent experiences of criminalization, marginalization, and tokenization, emphasizing how societal biases position them as inherent threats rather than as individuals deserving of support. The analysis illustrates the urgency of implementing intersectional advocacy frameworks, policy reforms, and educational practices that prioritize genuine inclusion and dismantle institutional barriers. This study contributes to nascent research on racialized ableism and underscores the importance of centering disabled Black American voices in activism and policy efforts.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70049","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147568664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Is Free Education Really Free? Achievements and Challenges of Free Basic and Secondary Education in Sub-Saharan Africa","authors":"Sylvester Kyei-Gyamfi, Afisah Zakariah, Florence Ayisi Quartey, Patience Hayford","doi":"10.1002/dvr2.70053","DOIUrl":"https://doi.org/10.1002/dvr2.70053","url":null,"abstract":"<p>Free education policies have been widely adopted across sub-Saharan Africa (SSA) as a strategy to expand access, promote equity, and foster human capital development. This review examines whether free education in SSA is genuinely free, identifies the challenges associated with implementing such policies, and highlights achievements and success stories across selected countries. Evidence from Ghana, Kenya, Uganda, Tanzania, Malawi, and Nigeria reveals that while tuition fees have largely been abolished, households continue to bear significant indirect costs, including uniforms, textbooks, transport, and boarding, which disproportionately affect marginalized groups. Implementation challenges such as overcrowded classrooms, teacher shortages, inadequate infrastructure, declining quality, and governance deficits further constrain the effectiveness of free education. Despite these barriers, free education initiatives have led to notable successes, including increased enrollment, improved gender parity, inclusion of marginalized populations, and enhanced human capital development. Applying Structural Violence Theory, this review demonstrates that systemic social, economic, and political structures limit the full realization of educational rights, highlighting the need for equity-oriented, context-specific interventions. The findings underscore the importance of combining fee abolition with targeted support, investment in infrastructure and teacher capacity, and inclusive policies to ensure that free education is genuinely accessible and effective.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147568665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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