Date of Submission

7-31-2024

Document Type

DiP

Degree

Doctor of Education

Department

Education

Keywords

systemic racism, racial equity, human relations, appreciative inquiry, transformative leadership, critical theory

Abstract

Employers in BC are expected to protect workers’ human rights and provide a workplace free of discrimination. This comes amidst the widespread recognition that systemic racism exists—racism that is woven into the very fabric of our public institutions and their Westernized ways of knowing and being. This Dissertation-in-Practice seeks to disrupt systemic racism within a public school district in BC through the lens of an educator and human resources (HR) practitioner. This work seeks to better understand and address the wicked problem of practice (PoP) created by the absence of systemic anti-racist human relations policies and practices with the capacity to dismantle systemic racism and promote diversity, equity, and inclusion within the school district. The tools of critical theory and transformative leadership are implemented to frame this wicked problem, while a place-based change model is combined with appreciative inquiry to create the appreciative change cycle for equity. This model encourages meaningful participation and a human relations approach to building racial equity. A review of HR policies and practices through an anti-racist lens is the solution selected after an evaluation of the social justice case, business case, human relations case, speed, and agency. The change implementation plan is supported by fulsome plans for communication, knowledge mobilization, monitoring, and evaluation to promote transparency and engagement.

Download

Share

COinS