From ‘Whiteness’ to the Privilege Continuum

Contemplating EDI, its language and how it supports researcher careers

Authors

DOI:

https://doi.org/10.31273/eirj.v11i3.1574

Keywords:

EDI, coloniality, privilege continuum, interdisciplinarity, whiteness, researcher careers, unconscious biases, systemic exclusion, structural disadvantages

Abstract

This paper makes a case for a significantly different approach to EDI (Equality, Diversity and Inclusion) interventions in the Higher Education research space, focusing on institutional, systemic unconscious biases and supporting an affirmative approach to reaching various diversity targets and aspirations. The challenge here lies in mainstream EDI interventions being generally built around a deficit model, e.g., with a focus on groups or individuals who 'need to be supported' instead of focusing on adapting institutional processes and 'ways of working' to support more equitable and inclusive cultures built into institutional processes.

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Author Biographies

  • Carola Boehm, 1C3 Research Centre for Creative Industries and Creative Communities, Staffordshire University, Stoke on Trent, UK

    Carola Boehm holds degrees both from the arts (music) as well as the sciences (electrical engineering, computer science) and sees herself as a genuine interdisciplinarian. Her research passions revolve around interdisciplinarity & creativity, the international context, and the role that universities play in our creative sectors and communities. She has worked both in academia and industry, including carrying out industry consultancies and sees herself as an academic leader with an in-depth view of Higher Education in Britain today.

    Previous positions she has held were at Manchester Metropolitan University, University of Glasgow, University of Wolverhampton, and the Royal Conservatory of Music in Den Haag (Netherlands). She is regularly invited to give keynotes, hold memberships on editorial boards and conference committees, and has a track record of research and enterprise projects (incl. EC, EPSRC, SHEFC, JISC, British Library, HEA, EU, HLF, Knowledge exchange, etc) amounting to a total project value of around £5 Million over the last 17 years.

    She has published more than 50 peer reviewed publications. As an experienced peer reviewer, she sits on expert review panels of UKRI and the European Commission. Her most recent book is C.Boehm, Arts and Academia: The Role of the Arts in Civic Universities. Emerald 2022.

  • Arinola Adefila, 2School of Human and Social Sciences, Buckinghamshire New University, High Wycombe, UK

    Arinola Adefila is Professor of Social Police and EDI, School of Human and Social Sciences at Buckinghamshire New University. She has over 20 years research and consultancy experience in Africa and Europe,  has experience in research, evaluation, risk investigation, monitoring, and community/transdisciplinary education. She has provided training at doctoral, legal, and executive business administration levels. Her research currently examines how learning transforms individuals and societies and simultaneously, exploring how education policy and learning environments should be designed and structured to ensure learning is transformative.

  • Thushari Welikala, Institute of Medical and Biomedical Allied Education, St. George’s, University of London, UK

    Dr Thushari Welikala is a Senior Lecturer in Higher Education Innovation and Development at the Centre for Innovation and Development in Education (CIDE) at St George's, University of London.

    She is the programme director of SHINE (St. George’s Professional Recognition Scheme for Teaching and Supporting Learning) and  course leader for the Postgraduate Certificate in Healthcare and Biomedical Education course.  She is a Senior Fellow of the Advance HE.

     

Two women's faces - one black - one white

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Published

2024-08-08

Issue

Vol. 11 No. 3 (2024): Special Issue: Research Culture

Section

Critical Reflections

License

Copyright (c) 2024 Carola Boehm, Arinola Adefila, Thushari Welikala

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