Demystifying Diversity, Equity, and Inclusion Among Students in Higher Education

Understanding the unique components of diversity, equity, and inclusion is essential for institutions of higher education to increase student success outcomes and to prepare graduates for the world of work. This chapter will focus on how diversity, equity, and inclusion as a single entity is perceived by enrolled students, particularly minority students, and how institutions may help to increase students' awareness of such topics and the impact on their lives upon graduation. Discussions will lend themselves to strategies that institutions may employ to demystify these terms for enrolled students. Specific focus will be given to the use of inclusive competencies and methods institutions may implore to promote inclusive practice. Implications will be provided on how colleges and universities may develop innovative strategies to increase student engagement centered on these concepts and provide opportunities for students to share their experiences and ideas for integration on their respective campuses.

Docents and Museum Education

Many art museums rely upon volunteers, often titled docents, to implement a range of educational offerings, including guided gallery experiences. As such, docents regularly engage visitors more than most museum staff members. A review of literature spanning over a century provides support for an examination of four reoccurring themes within museum education and docent history: uncertain definitions, professionalization, theoretical foundation, and embedded traditions. Subsequently, consideration of the past offers context for examining contemporary museum education programs that develop the capacity of docents as change agents, including offerings during the COVID-19 pandemic and developing inclusive practice through docent education. The chapter concludes with an envisioning of the future for docents within museum education.

Can a Paradigm Shift from Risk Management to Critical Reflection Improve Child-Inclusive Practice?

Child protection systems within Anglophone countries have been increasingly dominated by neoliberal managerial, risk-dominant paradigms over the past three decades. Assumed to deliver a cost-effective strategy to increase the safety of children, there are many ways this paradigmatic combination systematically undermines child welfare, participation, and well-being. This paper specifically focuses on the ways that risk assessment, neoliberal, and managerial discourses have infiltrated practice and operate to silence and exclude children’s voices. It draws on two case studies to showcase key findings of a comprehensive, state-wide research project called Empowering Children’s Voices, which was initiated by UnitingCare, a non-government organisation within Queensland, Australia, and conducted in partnership with researchers from Queensland University of Technology. It will be argued that a paradigm shift towards a critically reflective reinterpretation of risk can be far more effective at promoting child-inclusive practice and establishing children’s empowered voices as a protective factor against harm.

What About Us?

This article outlines the research being undertaken to develop the Assembling Queer Displacements Archive (AQDA). This open digital archive is the central focus of a research project that will address the lack of understanding of LGBTIQ+[i] experiences of forced displacement. These experiences are unique but have not received adequate attention. The existing body of work on ‘queering archives’ has been focused on challenging the archival approaches and practices in order to either queer these practices and/or make them more inclusive. However, this work has tended to ignore LGBTIQ+ stories of forced displacement. One reason for this lack of engagement is the lack of direct knowledge and experience of such stories by the researchers and archivists themselves. My positionality as an LGBTIQ+ forcibly displaced person has motivated me to embark on the present research project and to demonstrate inclusive practices to address these gaps in archives. In this article I explore the role that positionality plays in creating an LGBTIQ+ forced displacement archive. I offer solutions for creating an inclusive practice to collect stories of LGBTIQ+ forcibly displaced people. These solutions have the potential to support a range of digital archival projects that engage with structurally marginalised and oppressed communities. [i] It is important to acknowledge that LGBTIQ+ acronym is a Western terminology, which has become adopted in non-western countries for a variety of reasons (Anzaldua, 2009). These reasons include this terminology being a legacy of colonisation, a potential lack of respectful terminology in country languages and out of necessity to adopt commonly used language when engaging globally. These reasons are not limited to those above and may vary in different contexts. When using a term ‘LGBTIQ+’ in this article I am referring to the diversity of sex, gender, sexual orientation, bodies and relationships. The ‘plus’ sign in the acronym signals fluidity and further possible identifications.

Inclusive practice, personhood and co-production to promote person centred care for people living with dementia: A review on approaches of two countries regarding care of people living with dementia

This article attempts to describe a case study of a person living with dementia, a senior citizen, who is staying with her children at home, who are her caregivers. We will critically evaluate and analyse the strengths and weaknesses of the services that have been provided to her by the Health Care Providers and will highlight the topic of Person-centred Care provided to her by her caregivers. We will be highlighting her case scenario wherein we will enlist and elaborate the details, about dementia care from the moment of receiving the diagnosis to challenges faced both by the people living with dementia (PLWD) and their caregivers, in providing care. In this article, we will compare the details about the various studies and findings in discussion and compare the caregiving practices in India and the UK.

Managing Heritage Sites and the Politics of Cultural Continuity in Mesoamerica

The dynamic between indigenous descendant communities, archaeologists, and other heritage professionals in Mexico and Central America embodies a distinct regional history of relations between native peoples and the state. In contrast to the United States and other regions, where indigenous polities have a history of legal sovereignty, the legacy of Spanish colonialism has created few parallel avenues for native Mesoamericans. Linguistic, cosmological, and social continuities between living and ancient indigenous populations have long been an emphasis of Mesoamericanist anthropology. Nevertheless, laws for the management of heritage in those countries often marginalize descendant communities from the use and stewardship of the material traces left behind by their ancestors. The ethical dimensions of this dynamic are further complicated by the fact that many activities that are criminalized by existing heritage laws are, in fact, consistent with long-standing traditions of landscape use and material recycling in these societies. Lacking the sovereignty principle that shapes interactions between indigenous communities and archaeologists in the United States, a more inclusive practice of heritage in Mesoamerica involves new kinds of pragmatic dialogue and accommodation.

Investigating inclusive practice in international schooling: a case study of two schools

Although the underlying principles and the founding history of international schools supposedly advocate the notions of providing equal opportunities, catering for diversity, and promoting global citizenship, the dimensions of inclusive education might not be self-evident. Findings from this qualitative case study show that the understanding of inclusion in the context of international schools goes beyond disabilities and special education needs. Several approaches to evolving inclusive practice are highlighted. However, there are tensions between different stakeholders of international schools in defining inclusion; between the rhetoric of inclusion found in school documents and the reality, and between the original philosophy of international education and schools’ admission policies.

The Professional Competence of Teachers in Inclusive Practice and their Advice for Prospective Teachers

This research was carried out to identify teachers’ professional competence development about inclusive practice and their advice for prospective teachers about this practice. Parallel Mixed-Methods Design was used in this study. In the quantitative research part of this study, ‘The Development of the Professional Competencies Scale’ about Inclusion for teachers was used. Also, In the qualitative research part a Semi-Structured Interview Form was used to learn the recommendations of teachers who work in inclusive practices to prospective teachers about these practices. In this research, for data analysis in quantitative research part; percentage, frequency and arithmetic mean took part in descriptive statistics were used. Regarding the qualitative part, content analysis was implemented. As a result of this study, it was found out that teachers' professional development competencies related to inclusion were moderate, teachers' professional development competencies for inclusion didn’t differ according to gender, teachers' getting education for inclusion was an important factor which determines teachers' professional development competencies for inclusion, and it has been determined that teachers' age, branches, the type of disability of their students are not important factors on their professional development competencies for inclusion. Teachers, about inclusion practices, teacher candidates; They provided advice on professional development, special education content information, arrangements for students, cooperation with staff, parent training, IEP training and integration adaptations.