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EDI Leadership and Change Agency in Canadian Academe: An Analysis of Democratic Discourses of Senior Leaders.

This paper discusses the findings of a qualitative study which was undertaken to examine the speech patterns of Canadian university administrators when discussing their perspectives of (1) the barriers to and enablers of educational equity and (2) the extent to which their identity/positionality inf...

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Publicado en:Canadian Ethnic Studies Vol. 55; no. 1; pp. 101 - 125
Autor principal: SHAIBAH, ARIG AL
Formato: Artículo
Publicado: Canadian Ethnic Studies 2023
Materias:
College administrators
Educational leadership
Racism
Cabinet system
Organizational change
Acceso en línea:Ver este registro en EBSCOhost
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        au: SHAIBAH, ARIG AL
        affil: Associate Vice-President (Equity and Inclusion) at the University of British Columbia (UBC).
      su:
        College administrators
        Educational leadership
        Racism
        Cabinet system
        Organizational change
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          College administrators
          Educational leadership
          Racism
          Cabinet system
          Organizational change
      keyword:
        équité en éducation
        Antiracism
        Antiracisme
        discours sur la diversité
        diversity discourse
        educational equity
        enseignement supérieur
        higher education
        leadership
        équité en éducation
        Antiracisme
        discours sur la diversité
        enseignement supérieur
      ab:
        This paper discusses the findings of a qualitative study which was undertaken to examine the speech patterns of Canadian university administrators when discussing their perspectives of (1) the barriers to and enablers of educational equity and (2) the extent to which their identity/positionality influences their leadership capacity to advance educational equity. The study aimed to uncover and examine the dominant ideological perspectives and discursive practices of senior administrators in relation to educational equity. The findings uncover discourses of democratic racism across the ten narrative interviews. An analysis of the ideologies underpinning these discursive barriers suggests that change agency is related to both diverse leadership and diversity leadership – identity/positionality and consciousness/proficiency to influence change. The paper reinforces calls for sectorwide and institution-specific efforts (1) to diversify senior administrative teams, with a particular emphasis on cabinet level racial and gender diversity, and (2) to increase the level of proficiency among senior administrative teams to effect more transformative change. Moreover, the paper suggests that contemporary and critical models of leadership, governance, and organizational change are needed to meaningfully advance and account for EDI change in the academy.
        Cet article présente les résultats d’une étude qualitative qui a été entreprise pour examiner les modèles de discours des administrateurs d’universités canadiennes lorsqu’ils discutent de leurs perspectives sur (1) les obstacles et les facilitateurs de l’équité en éducation et (2) la mesure dans laquelle leur identité/positionnalité influence leur capacité de leadership pour faire avancer l’équité en éducation. L’étude visait à découvrir et à examiner les perspectives idéologiques dominantes et les pratiques discursives des administrateurs principaux en ce qui concerne l’équité en matière d’éducation. Les résultats révèlent des discours de racisme démocratique dans les dix entretiens narratifs. Une analyse des idéologies qui sous-tendent ces barrières discursives suggère que l’agence de changement est liée à la fois au leadership diversifié et au leadership de la diversité - identité/positionnalité et conscience/aptitude à influencer le changement. L’article renforce les appels en faveur d’efforts sectoriels et institutionnels (1) pour diversifier les équipes administratives supérieures, en mettant l’accent sur la diversité raciale et de genre au niveau du cabinet, et (2) pour augmenter le niveau de compétence des équipes administratives supérieures afin de réaliser un changement plus transformateur. En outre, l’article suggère que des modèles contemporains et critiques de leadership, de gouvernance et de changement organisationnel soient nécessaires pour faire progresser et rendre compte de manière significative du changement de l’IDE dans le milieu universitaire.
      pubtype: Academic Journal
      doctype: Article
      src: R
    language: English
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