At the Intersections: Supporting Equity, Diversity, and Inclusion on Campus--A Northern Ontario Experience

Autor/inn/en	Drazenovich, George; Mazur, Dylan
Titel	At the Intersections: Supporting Equity, Diversity, and Inclusion on Campus--A Northern Ontario Experience
Quelle	In: Interchange: A Quarterly Review of Education, 53 (2022) 1, S.43-64 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-021-09436-2
Schlagwörter	Foreign Countries; College Students; Higher Education; Equal Education; Diversity; Inclusion; Immigration; Civil Rights; Canada + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inklusion; Bürgerrechte; Grundrechte; Zivilrecht; Kanada
Abstract	Canada is experiencing an upward surge in international migration, driving an overall population increase that is the second-largest in Canadian history [Smith, S. (2018). International migration to Canada reached record levels in second quarter of 2018. Canada Immigration Newsletter. Retrieved September 27, 2018, from https://www.cicnews.com/2018/09/international-migration-to-canada-reached-record-levels-in-second-quarter-of-2018-0911230.html#gs.w4cups]. Added to accelerating migration, Canada's Indigenous population continues to face the legacy of Canada's colonial history even as their population grows at a rate four times that of the non-Indigenous population. These demographic factors have a significant impact on education. In response, most Canadian colleges and universities have made explicit commitments to champion equity, diversity, and inclusion (EDI) on their campuses. Given the intersecting factors involved with EDI, there is a pressing need for post-secondary institutions to develop innovative approaches to address emerging demographic and social factors impacting education. Contemporary pushes for EDI are institutional variants of the broader and more profound human rights project expressed internationally since 1948 in the United Nations Declaration of Human Rights and other subsequent international, national, and provincial human rights instruments. We argue that EDI is best interpreted within the broader tradition of human rights and the corpus of intersectionality-based scholarship. This place and case-based research advances a unique, human rights-inspired intersectional method by joining intersectionality with the corpus of Canadian and international human rights jurisprudence to provide a coherent human rights-derived methodological framework that can serve to advance EDI on university campuses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01