Prelims

Half Title Page

Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion

Series Page

Innovations in Higher Education Teaching and Learning

Series Editor: Patrick Blessinger

Recent Volumes:

Title Page

Innovations in Higher Education Teaching and Learning Volume 12

Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion

Edited By

Jaimie Hoffman

University of Wisconsin La Crosse, WI, USA

Noodle Partners, USA

Patrick Blessinger

International HETL Association, New York, USA

St. John’s University, New York, USA

Mandla Makhanya

University of South Africa, Pretoria, South Africa

Created in partnership with the International Higher Education Teaching and Learning Association

https://www.hetl.org/

United Kingdom – North America – Japan India – Malaysia – China

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Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2018

Copyright © 2018 Emerald Publishing Limited

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British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-78756-057-4 (Print)

ISBN: 978-1-78756-056-7 (Online)

ISBN: 978-1-78756-058-1 (Epub)

ISSN: 2055-3641 (Series)

Contents

List of Contributors

Foreword

This book highlights a very necessary discussion we must have about what regards diversity, equality, equity, and inclusion in higher education. It is a very interesting reflection, namely for those who work in higher education settings, not only teachers and students but also higher education staff and most necessary rectory teams at universities and also national policies guidelines from government.

The authors show how sexual orientation and gender diversity as well as those non-conforming, non-heteronormative groups establish a more coherent understanding of the current movement, and consequent reforms for cultivating and promoting a more diverse and equitable environment in higher education.

One of the most interesting arguments they present is to understand how central to diversity, equality, equity, and inclusion in higher education is the effort to widen participation in higher education and also the concept of inclusive leadership, which is quite innovative in these settings of higher education. I quite agree with them when they say that exclusion in participation and achievement may include inadequate learning supports and that it is important for educators to recognize that people are defined by many characteristics as well as different needs, interests, and goals:

As such, it is important that we create learning environments that are welcoming, accepting, and provide an inclusive and non-prejudicial space where people can fully engage in the life of the university without shame or hiding some aspect that defines them as a person.

This is the meaning of equity according to the dictionary: “Equality. Righteousness in the way of acting = IMPARTIALITY. Recognition of the rights of each other. Straight and natural justice.” Not always possible, but we will get there.

The increasing growth of right extreme groups in Europe, namely Germany and France, the UK exit from European Union (Brexit) the segregationist policies and boundary delimitation of frontiers in the USA are all signs that educators and higher education settings must do the reverse of this worrying expansion. This chapter puts forward this discussion presenting several arguments from different authors all over the world: Brazil, Israel, Jamaica, Nepal, Portugal, Puerto Rico, South Africa, Tanzania, England, and the USA.

Human behavior is changing into so many different forms. Happiness is an idiosyncratic concept and therefore the higher education system must work toward a change of mindset and this volume suggests that educational leaders should take that into consideration when deciding to create a more inclusive and equitable learning environment.

UNESCO adopted the World Declaration on Education for All in which it adopted the following vision for education around the world: universalizing access to education for all children, youth, and adults (UNESCO, 2009). We should all follow that.

Luísa Soares

Ph.D., Assistant Professor, University of Madeira, Portugal

Series Editor’s Introduction