Doing Diversity

Ahmed, Sara; Swan, Elaine

doi:10.2304/pfie.2006.4.2.96

Cited by 124 publications

(76 citation statements)

References 6 publications

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“…Diversity networks have met scholarly critique for their lack of power to challenge organizations as they would have no choice but to follow the managerial agenda (Foldy, 2002). Managing diversity is powerladen, contextual and ambivalent (Ahmed and Swan, 2006;Prasad and Mills, 1997;Tatli, 2011), and accomplishing organizational equality by means of diversity networks is more complicated than simply creating a network (Bierema, 2005). little dispute about the value of diversity networks as a popular diversity management instrument.…”

Section: Introductionmentioning

confidence: 99%

Diversity Networks: Networking for Equality?

Dennissen

Brink

2016

AMPROC

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In recent years, the use of diversity networks as diversity management instruments in organizations has increased tremendously. Diversity networks support the needs of employees with different social identities, such as women, ethnic minorities, LGBTs, disabled and young people. The aim of this study is to come to a better understanding of how diversity networks contribute to equality by examining how diversity network leaders discursively construct the value of their networks against the backdrop of discourses on diversity and equality. We conducted a multiple case study of five different diversity networks in a financial service organization in the Netherlands. Our results show that network leaders tend to construct the value of their networks primarily in terms of individual career development and community building, to prevent their members' isolation. However, they are much less articulate about removing the barriers to inclusion in the organization as a core value of their networks. We conclude that the value of diversity networks is limited when these networks only address the individual and group levels of equality and leave systemic inequalities at the organizational level unchallenged.

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Section: Introductionmentioning

confidence: 99%

Diversity Networks: Networking for Equality?

Dennissen

Brink

2016

AMPROC

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“…In this context, universities should not only act as institutions of higher education but also as corporations or change agents in order to stay competitive as they produce and consume knowledge. They can use diversity as part of their social and educational mission (Ahmed and Swan, 2006).…”

Section: Introductionmentioning

confidence: 99%

Managing workforce diversity from the perspective of two higher education institutions

Zaitouni

Gaber

2017

IJBPM

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While a growing number of research studies on diversity in higher educational institutions provide a broad evidence for the positive influence that workforce diversity has on performance, this study drawn from one American (n = 539) and one middle eastern (n = 145) university revealed that cultural diversity and equality and diversity were positively related to organisational performance in both universities. Our hypothesised relationship between multicultural diversity and performance was not supported in the middle eastern university; this is due to the fact that even when non-western universities use the US model, they still confront many challenges resulting from the lack of completely not partially integrating the US model in the whole strategy of the university.

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“…Diversity, social justice and 'disability' as intersectionality There are links in the literature and research of diversity and social justice to IE and 'disability', specifically in their dissection of related developments to bureaucracy, policy-driven labelling of diverse students and the ultimate failure of UK universities to listen to diverse stakeholder voices (Ahmed and Swain 2006;Burke 2012). Engaging with Ahmed and Swain's critique on 'Doing Diversity', it is interesting how they assert the term as problematic; that 'Diversity' has relegated former more meaningful terms -'equal opportunities', 'anti-racism' and 'multiculturalism' -from policy discussions.…”

Section: Introductionmentioning

confidence: 99%

When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities

Gibson

2015

International Journal of Inclusive Education

108

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There is confusion surrounding 'Inclusion'. The aims and drivers of inclusive education (IE) as experienced in the 1990s to early 2000s, in the UK and globally, emerged from a 'successful' disability rights movement with its depiction of the medical model as pejorative and promotion of the social model.In education, what we currently experience are messy attempts at IE alongside growing collective anxiety and confusion, as some governments take reactionary policy steps. This paper engages with the ubiquitous and complex question of 'IE' in the UK with specific reference to the intersectionality of 'disability' and its location within the University. It will problematise the UK rights agenda of the 1980s -1990s, locate and reflect on the complexities and conflicts of Inclusion and consider the need for new pedagogic developments. Such developments, it will be argued, emerge when one applies a critical eye to the impact of hegemony and 'silence' on the experiences of those with 'disability'. This approach has been developed in other areas of social justice and diversity, that is, class, gender and 'race', and it is argued that such an approach is needed with regard to 'disability'. It is proposed that post-rights pedagogic developments linked to this may provide a sturdier basis from which UK inclusionists, in particular university educators, can locate their future work.

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Doing Diversity

Cited by 124 publications

References 6 publications

Diversity Networks: Networking for Equality?

Diversity Networks: Networking for Equality?

Managing workforce diversity from the perspective of two higher education institutions

When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities

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