Faculty
Social Sciences
Supervisor Name
Dr. Janice Forsyth
Keywords
EDI, EDI-D, EDID, equity, diversity, inclusion, universities, post-secondary, anti-racism, decolonization
Description
Equity, Diversity, Inclusion and Decolonization (EDI-D) is a term that institutions adopt to serve the livelihoods of equity-deserving individuals better. It is commonly used in post-secondary institutions as a holistic descriptor of the values institutions attempt to uplift through programming and other initiatives.
Equity, Diversity, inclusion, and decolonization programming have recently increased in Canadian universities. Although there has been an increase in initiatives, funding, and public attention, the quality of programming is under review. Focusing on the U15 research universities, this project analyzes the current EDI-D programming in Canadian universities. Insinuating critical reflection on EDI-D programming, the distribution of resources, and markers of “success.”
This project will examine how Canadian universities have described and operationalized EDI-D in their policies and programs—following with how these outcomes could impact racialized and equity-deserving communities.
Acknowledgements
Thank you to the USRI program, the Sociology department, and my supervisor Dr. Janice Forsyth for allowing me to fulfill this research. It is greatly appreciated.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Document Type
Poster
Included in
Inequality and Stratification Commons, Politics and Social Change Commons, Public Policy Commons, Race and Ethnicity Commons
EDI-D in Canadian Universities
Equity, Diversity, Inclusion and Decolonization (EDI-D) is a term that institutions adopt to serve the livelihoods of equity-deserving individuals better. It is commonly used in post-secondary institutions as a holistic descriptor of the values institutions attempt to uplift through programming and other initiatives.
Equity, Diversity, inclusion, and decolonization programming have recently increased in Canadian universities. Although there has been an increase in initiatives, funding, and public attention, the quality of programming is under review. Focusing on the U15 research universities, this project analyzes the current EDI-D programming in Canadian universities. Insinuating critical reflection on EDI-D programming, the distribution of resources, and markers of “success.”
This project will examine how Canadian universities have described and operationalized EDI-D in their policies and programs—following with how these outcomes could impact racialized and equity-deserving communities.