Looking back on a life of unacknowledged privilege and a call to action

Peifer, Mark

doi:10.1091/mbc.e21-01-0024

Cited by 1 publication

(1 citation statement)

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“…Addressing systemic inequalities in an EDI-infused education should acknowledge the prevailing biases in the production of knowledge and the related implications for marginalized groups. The university can then adopt a reflective posture and commit to institutional processes, by, for example, framing their values statements on EDI to highlight issues of power and privilege (Peifer 2021 ; Jindal 2020 ). From a critical pedagogy framework, educators and learners work in different ways to create new forms of knowledge.…”

Section: Critical Pedagogy and Operationalizing Edi For Success: Opti...mentioning

confidence: 99%

Beyond tokenism and objectivity: theoretical reflections on a transformative equity, diversity, and inclusion agenda for higher education in Canada

Mugo

Puplampu

2022

SN Soc Sci

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Universities, the sites for objective knowledge, apolitical and legitimized to contribute to human and intellectual capacity, find themselves in a tenuous position on issues of merit, equality, and fairness. On one hand, social forces have demonstrated how universities have been institutions for the production and reproduction of systemic inequality. On the other hand, universities maintain that they are well positioned, as part of their institutional renewal practices, to address contemporary calls for Equity, Diversity, and Inclusion (EDI). Since universities are now eager to embrace EDI principles, it is appropriate to demonstrate their historical failures and provide some recommendations towards institutional renewal. Drawing on critical pedagogy, the paper examines selected academic contributions and knowledge claims that have reproduced systemic inequality, specifically on the discourse on human classification. The broader question is whether universities are simply going through the motions and hope EDI is a fad or are serious about institutional renewal and transformative changes. The study offers some ideas on how universities can pursue transformative changes grounded on EDI principles.

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Section: Critical Pedagogy and Operationalizing Edi For Success: Opti...mentioning

confidence: 99%