Abstract
The objective of this research is to investigate the enactment of the 2015 and 2017 Canadian University Principles on Equity, Diversity, inclusion and decolonization (EDID). Following several initiatives by Universities Canada and the Canadian government’s Action Plan on Equity, Diversity and inclusion, Canadian universities are increasingly focusing on developing and enacting policies related to equity, diversity, inclusion, and decolonization. The main objective of this study is to conduct a critical policy analysis of 8 universities and investigate their enactment process. Methods: A critical policy analysis EDID policy text analysis of 8 universities across Canada drawing on Policy Enactment as both theory and methodology. The study draws on the work of policy sociologists in undertaking a textual analysis of relevant equity policies as well as understanding the limits and possibilities of EDID strategies. This research will have significant implications for equity education policy and practice in higher education. There has been limited research on Canadian university policies regarding equity, diversity, inclusion, and decolonization. While important research has been conducted prior to 2017, this research will be specifically focused on the enactment of Universities Canada’s EDID principles. As universities are increasingly engaging in EDID work (particularly focusing on their equitable hiring practices and representation of racialized faculty members), this research identifies best practices as well as challenges facing universities to enact equity policies.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Past and Present in the Humanistic Education
KEYWORDS
Equity Policy Enactment, Higher Education, Canada, Critical Policy Analysis
