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What about diversity and inclusion at the University of Amsterdam? In this report the Diversity Commission presents the study they conducted between March and September 2016. Based on qualitative and quantitative results we develop recommendations on how to make the University more inclusive, on how to further diversify staff and student body, to d...
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Today’s organizations want to recruit diverse employees, create an inclusive work environment and achieve the positive organizational outcomes associated with having a diverse workforce operating in an inclusive environment. Organizations are looking for diverse students and students who have the knowledge, skills and abilities to work effectively...
Citations
... These inequalities are visibly clear when I walk out of my university campus. I encounter more people of di erent ethnic and racial backgrounds in the city than among my students and colleagues (see Wekker et al., 2016). Moreover, as an anthropologist who has conducted research on racialized African migrants in Europe, the category of 'white' is useful for re ecting on my positionality in relation to my interlocutors and the privileges my academic position entails. ...
This volume consists of narratives of migrant academics from the Global South within academia in the Global North. The autobiographic and autoethnographic contributions to this collection aim to decolonise the discourse around academic mobility by highlighting experiences of precarity, resilience, care and solidarity in the academic margins.
The authors use precarity to analyse the state of affairs in the academy, from hiring practices to ‘culturally’ accepted division of labour, systematic forms of discrimination, racialisation, and gendered hierarchies, etc. Building on precarity as a critical concept for challenging social exclusion or forming political collectives, the authors move away from conventional academic styles, instead adopting autobiography and autoethnography as methods of intersectional scholarly analysis. This approach creatively challenges the divisions between the system and the individual, the mind and the soul, the objective and the subjective, as well as science, theory, and art.
This volume will be of interest not only to scholars within the field of migration studies, but also to instructors and students of sociology, postcolonial studies, gender and race studies, and critical border studies. The volume’s interdisciplinary approach also seeks to address university diversity officers, managers, key decision-makers, and other readers directly or indirectly involved in contemporary academia. The format and style of its contributions are wide-ranging (including poetry and creative prose), thus making it accessible and readable for a general audience.
... In my search for the possibilities of commoning I see the need to reimagine the economy, ecology and the future as key. This is what I interpret as teaching to transgress (hooks 1994) which I do in conversation with a growing number of teachers who are part of the movement to decolonise European universities (Wekker et al. 2016;de Jong et al. 2017). In different forums, on and off line, these conversations offer both a diagnosis of the racialized, gendered colonial legacies that constitute the modern university, and provide inspiring practical examples and methodologies, and interventions in curricula and the academy (de Jong et al. 2017). ...
... I mention here only some of the authors with whom I work in Europe who are challenging the colonizing conditions of teaching. There is in addition a vast literature in various languages which documents colonizing-decolonizing struggles of various universities in different contexts(Wekker et al. 2016). ...
In the paper I argue that in a world where our lives are intricately interconnected and our environments are rapidly changing, commoning produces ecological imaginaries and understandings of places that could build a sense of global commons based on mutuality, reciprocity, and relationality. In exploring commoning in the international class room, my paper contributes to on-going dialogues community economies and feminist political ecology in the Community Economies Research Network (CERN), and the newly formed EU project Well-being, Ecology, Gender and cOmmunity (WEGO). In the article I first set out how I use commoning in my teaching. In section two I present my methodology, followed by section three where I present the community economies research network. In section four I present a case study of how I employ the community economies iceberg diagram in my teaching process using drawing /art-making to create an emergent commons-in-practice. In section five I discuss the productivity of bringing community economies and commoning to abroader feminist, ecological justice project followed by a conclusion.
... The thing that makes it so difficult, with respect to academics, to people in media -who regard themselves as very progressive, 'We are non-racist by definition' -is that it is harder to hold them accountable for racist behaviour if it is all over the place. They project racism onto 'lower-class people' but have this excellent image of themselves -'We're good, we're fine' -whilst doing the most racist things (see Wekker et al., 2016). ...
Zusammenfassung
Diversität polarisiert. Anhand (inter-)nationaler Forschung wird hier gezeigt, dass Organisationen und Individuen von Diversität profitieren, aber nur wenige diversitätskompetent sind, weshalb es eine intersektionale Perspektive braucht. Da die Rolle von Diskriminierung und Intersektionalität für Coachings wenig beforscht ist, werden therapeutische Ansätze als Grundlage von Coachingmethoden für diese Kompetenzentwicklung vorgestellt. Nach dem kritischen Einführen basaler kultureller Kompetenzen wird ein evidenz- und theoriebasiertes Modell für intersektionalitätsinformierte therapeutische Kompetenzen für den deutschsprachigen Raum mit praktischen Implikationen für Coaching diskutiert.
This volume consists of narratives of migrant academics from the Global South within academia in the Global North. The autobiographic and autoethnographic contributions to this collection aim to decolonise the discourse around academic mobility by highlighting experiences of precarity, resilience, care and solidarity in the academic margins.
The authors use precarity to analyse the state of affairs in the academy, from hiring practices to ‘culturally’ accepted division of labour, systematic forms of discrimination, racialisation, and gendered hierarchies, etc. Building on precarity as a critical concept for challenging social exclusion or forming political collectives, the authors move away from conventional academic styles, instead adopting autobiography and autoethnography as methods of intersectional scholarly analysis. This approach creatively challenges the divisions between the system and the individual, the mind and the soul, the objective and the subjective, as well as science, theory, and art.
This volume will be of interest not only to scholars within the field of migration studies, but also to instructors and students of sociology, postcolonial studies, gender and race studies, and critical border studies. The volume’s interdisciplinary approach also seeks to address university diversity officers, managers, key decision-makers, and other readers directly or indirectly involved in contemporary academia. The format and style of its contributions are wide-ranging (including poetry and creative prose), thus making it accessible and readable for a general audience.
This article wants to contribute to the emerging debate on decolonisation in Belgian universities by sketching the challenges posed by critical decolonial analyses and how these affect both academic institutions and the individuals working within them. In the first section, I provide an overview of the main critiques formulated by postcolonial, feminist, and critical race theorists on issues of difference and diversity in the academy. Starting with the critiques voiced towards discourses of “diversity” - which has become the dominant paradigm to address “difference” and inequality in education - I continue by discussing the analyses developed by postcolonial, feminist, and critical race scholars that may provide an answer for the persistence of the “institutional wall” which - despite firm commitments to diversity - forestalls any real change or inclusivity of “other” bodies, perspectives, and knowledges. In the second part of the article, I reflect on the dilemmas that arise for scholars driven by feminist and postcolonial perspectives, but who work within those same academic environments that actively thwart the realisation of the ideals put forward in these critical traditions. By reflecting on what can actually be done within this restraining environment, I make a distinction between tactics and strategies which - although not immediately able to completely subvert an entrenched legacy of institutional oppression and exclusion - may inspire further discussion and activism and may contribute to weakening the wall currently forestalling transformational change.
