19.02.2026 –, Raum 1 (GW2 B1216)
Sailer, J. (2023). Diversity statement, then dossier: The rise of DEI cluster hiring in higher education. New York, NY: National Association of Scholars.
Abstract Einzelbeitrag –In equity, diversity, and inclusion (EDI) discourses and practices in higher education, diversifying the professoriate to be more inclusive of systemically disadvantaged and marginalized groups (e.g., Indigenous people, women, racially marginalized persons, persons with disabilities, and persons of marginalized sexualities and genders) has emerged as an important concern. Yet how to accomplish this diversification remains fraught, with competing interests, agendas, and strategies all operating presently within a wider context of economic and sociopolitical instability. Questions that emerge in the accompanying discussions and efforts include: what approaches to diversifying the professoriate have the most merit? For example, to what extent are diversity statements and targeted hires (Sailer, 2023) viable solutions, or do they raise concerns about academic freedom and tokenization? Are all marginalized groups given due attention in diversification efforts, and if so, why are some groups of professors (e.g., persons with disabilities) so comparatively underrepresented in the academy? This proposed panel contribution to Friday’s international session problematizes the issue of diversifying the professoriate as an aspect of inclusion in higher education. I will address some of the recent extant literature on the topic and analyze examples of initiatives to diversify the university professoriate in different jurisdictions in Canada.
Wie ist der inhaltliche Status Ihres Beitrags? –Presentation of theoretical or conceptual contributions, Evaluation and impact research, Systematic reviews or literature analyses
Dr. Clea Schmidt is a Professor in the Department of Curriculum, Teaching and Learning (CTL) in the Faculty of Education at the University of Manitoba in Winnipeg, Canada. Clea’s courses address equity and social justice in education, teaching foundations and methodology, leadership and teacher development in additional language education, critical qualitative research methods, and adult and post-secondary education. Her nationally and internationally-funded research and scholarship address a range of equity issues in education including advocacy for LGBTQ educators in international teaching contexts; educator and student-centred program evaluation; policies and programs to support culturally and linguistically diverse learners and families; and barriers to the integration of internationally educated teachers. Her advocacy and service work includes efforts to prevent and address gender-based violence in schools and society, and the use of restorative justice in education.