阻力、执行力与碎片化:加拿大高等教育中EDI/D的关系竞技场

Q3 Social Sciences

Canadian Journal of Education Pub Date : 2023-10-20 DOI:10.53967/cje-rce.6071

Lilach Marom

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引用次数: 0

摘要

公平、多样性、包容和去殖民化(EDI/D)在加拿大高等教育(HE)中获得了话语中心地位，但也被批评为表现性的。唐纳德关于“伦理关系”的著作将殖民主义理解为对关系的否认。在此基础上，我从关系构建的角度分析了HE中的EDI/D。该研究绘制了EDI/D的三个制度层。外部层面集中在面对公开的批评，关于EDI/D威胁学术自由的话语变得越来越普遍。第二层关注EDI/D的“主流”采用。EDI/D成为术语的中心，但是HE文化更抗拒改变。内层包括从事EDI/D的人员。它以协作为基础，但也以EDI/D举措的遏制和分散为基础。这些层次揭示了破坏EDI/D有意义参与的制度策略。为了使EDI/D具有变革性，高等教育机构必须将EDI/D置于建立关系的艰难过程中。

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Resistance, Performativity, and Fragmentation: The Relational Arena of EDI/D in Canadian Higher Education

Equity, diversity, inclusion, and decolonizing (EDI/D) have gained discursive centrality in Canadian higher education (HE) yet are criticized as performative. Donald’s work on “ethical relationality” understands colonialism as a denial of relations. Drawing on this work I analyze EDI/D in HE through a lens of relationship building. The study maps three institutional layers of EDI/D. The external layer is centred on confronting overt critique, with discourses about EDI/D as threatening academic freedom becoming more prevalent. The second layer focuses on the “mainstream” adoption of EDI/D. EDI/D became central in terminology, but HE culture is more resistant to change. The inner layer includes those engaged with EDI/D. It is grounded in collaboration, but also in containment and fragmentation of EDI/D initiatives. These layers reveal institutional gaslighting tactics that derail meaningful engagement with EDI/D. For EDI/D to be transformative, HE institutions must ground EDI/D in the difficult process of relationship building.

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来源期刊

Canadian Journal of Education Social Sciences-Education

CiteScore

0.80

自引率

0.00%

发文量

审稿时长

24 weeks

期刊介绍： The Canadian Journal of Education (CJE) is a national peer-reviewed journal sponsored by the membership of the Canadian Society for the Study of Education. The CJE prioritizes research and scholarly writing that is of relevance to the Canadian education community. The journal is read by scholars worldwide, and aims to represent the valuable contributions that Canadian scholars in education continue to make to the field. The Journal accepts and publishes both French and English articles and book reviews. CJE on occasion also publishes international papers that shed light on shared issues and that include Canadian authors as references.