Behind Diversity and Inclusive Politics: A Reading from a Francophone Scholar at the Margin of the Canadian Academy

Mianda, Gertrude

doi:10.1111/cars.12297

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…Consistent with Maslow’s components of need, safety and belongingness are central to Randel et al’s (2018) framework of inclusive leadership. Belongingness imparts a sense of safety and psychological well-being when an individual embraces a feeling of fit with the group without having to assimilate to the group (Mianda, 2020; Randel et al, 2018). Furthermore, experiencing a sense of belongingness and feeling valued for uniqueness increases a person’s perceptions of inclusion when leaders demonstrate pro-diversity beliefs.…”

Section: Theoretical Foundations For Inclusive Leadershipmentioning

confidence: 99%

A Hierarchy of Learning Needs for Revolutionizing Inclusive Organizational Practices

Boutwell,

Smith

2023

Advances in Developing Human Resources

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Problem Despite organizations adopting diversity, equity, and inclusion (DEI) in organizational initiatives, discrimination, and unjust practices persist. Consequently, organizational environments where individuals feel safe and valued are critical not only to organizational effectiveness but for individual learning, growth, and development. Solution Inclusive leadership models that: (1) integrate organizational learning as the driver for social transformation at the individual, group, and broad organizational levels and (2) develop inclusive leaders who espouse pro-diversity beliefs, enact social change and envision a workplace that values human relations as a basic need for achieving the highest possible degree of human well-being. Stakeholders Organizational leaders, human resource development educators, researchers, scholars.

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Section: Theoretical Foundations For Inclusive Leadershipmentioning

confidence: 99%

A Hierarchy of Learning Needs for Revolutionizing Inclusive Organizational Practices

Boutwell,

Smith

2023

Advances in Developing Human Resources

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“…The Athena SWAN charter expanded over time to, for example, include transgender and Advance HE recently produced a race equality charter that "aims to improve the representation, progression and success of minority ethnic staff 1.1. EDI EDI becomes an ever-important part within many universities, including Canadian universities [4][5][6][7][8][9][10][11]. The origin of the EDI initiatives is rooted in the 2005 Athena SWAN (Scientific Women's Academic Network) charter from "Advance HE" in the UK, which has the purpose of initiating actions that generate gender equality in higher education and research [1].…”

Section: Introductionmentioning

confidence: 99%

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Wolbring

Lillywhite

2021

Societies

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The origin of equity/equality, diversity, and inclusion (EDI) initiatives at universities are rooted in the 2005 Athena SWAN (Scientific Women’s Academic Network) charter from Advance HE in the UK, which has the purpose of initiating actions that generate gender equality in UK universities. Since then, Advance HE also set up a “race charter” to deal with equality issues that are experienced by ethnic staff and students within higher education. Today “equality, diversity and inclusion” and “equity, diversity and inclusion” (from now on both called EDI) are used as phrases by universities in many countries to highlight ongoing efforts to rectify the problems that are linked to EDI of students, non-academic staff, and academic staff, whereby the focus broadened from gender to include other underrepresented groups, including disabled students, disabled non-academic staff, and disabled academic staff. How EDI efforts are operationalized impacts the success and utility of EDI efforts for disabled students, non-academic staff, and academic staff, and impacts the social situation of disabled people in general. As such, we analysed in a first step using a scoping review approach, how disabled students, non-academic staff, and academic staff are engaged with in the EDI focused academic literature. Little engagement (16 sources, some only abstracts, some abstracts, and full text) with disabled students, non-academic staff, and academic staff was found. This bodes ill for the utility of existing EDI efforts for disabled students, non-academic staff, and academic staff, but also suggests an opening for many fields to critically analyse EDI efforts in relation to disabled students, non-academic staff, and academic staff, the intersectionality of disabled people with other EDI groups and the impact of the EDI efforts on the social situation of disabled people beyond educational settings. The problematic findings are discussed through the lens of ability studies and EDI premises, as evident in EDI policy documents, EDI academic, and non-academic literature covering non-disability groups, and policy documents, such as the 2017 “UNESCO Recommendation on Science and Scientific Researchers” and the 1999 “UNESCO World Conference on Sciences” recommendations that engage with the situation of researchers and research in universities.

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The rise of solar home systems in sub-Saharan Africa: Examining gender, class, and sustainability

Ojöng

2021

Energy Research & Social Science

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Behind Diversity and Inclusive Politics: A Reading from a Francophone Scholar at the Margin of the Canadian Academy

Cited by 3 publications

References 4 publications

A Hierarchy of Learning Needs for Revolutionizing Inclusive Organizational Practices

A Hierarchy of Learning Needs for Revolutionizing Inclusive Organizational Practices

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

The rise of solar home systems in sub-Saharan Africa: Examining gender, class, and sustainability

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