Abstracts
Abstract
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.
Keywords:
- equity,
- diversity,
- inclusion,
- ethical-relationality,
- higher education,
- case study
Résumé
L’équité, la diversité, l’inclusion et la décolonisation (EDI/D) ont acquis une centralité discursive dans les établissements d’enseignement supérieur au Canada, mais sont critiquées pour leur caractère performatif. Les travaux de Donald (2009, 2021, 2022) sur la « relationnalité éthique » considèrent le colonialisme comme un déni des relations. En m’inspirant de ces travaux, j’analyse l’EDI/D dans les établissements d’enseignement supérieur sous l’angle de l’établissement de relations. L’étude met en évidence trois strates institutionnelles d’EDI/D : la strate externe est centrée sur la confrontation à la critique ouverte, les discours sur l’EDI/D qui sont perçus comme une menace à la liberté universitaire étant de plus en plus répandus. La seconde strate se concentre sur l’adoption « générale » de l’EDI/D. L’EDI/D est devenue un élément central de la terminologie, mais la culture des établissements d’enseignement supérieur demeure résistante au changement. La troisième strate comprend ceux qui sont engagés dans l’EDI/D. Elle est fondée sur la collaboration, mais aussi sur le confinement et la fragmentation des initiatives d’EDI/D. Ces trois aspects révèlent les tactiques de manipulation des établissements d’enseignement supérieur qui font dérailler l’engagement significatif en faveur de l’EDI/D. Pour que l’EDI/D soit transformatrice, les établissements d’enseignement supérieur doivent l’ancrer dans le processus difficile d’établissement de relations.
Mots-clés :
- équité,
- diversité,
- inclusion,
- éthique relationnelle,
- enseignement supérieur,
- étude de cas
Appendices
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