Résumés
Abstract
Leadership positions within post-secondary institutions (PSIs) remain elusive to women generally, and to Black, Indigenous, and other racially minoritized women in particular. In this paper, we argue that pathways to leadership, particularly for non-traditional, non-normative and critical approaches that can come from the differently situated epistemic positioning of Black, Indigenous, and other racially minoritized women, are important as beginning steps towards progressively dismantling standardized Eurocentric, androcentric, and corporatized academic workplace cultures. This type of reform is essential preliminary work in the process toward greater equity and inclusivity in academic institutions. Note then that we are writing of a significant amount of substantive change needed to enact crucial initial reform, in tandem with, and beyond which we should continuously push for more radical transformation (Dryden 2022; Patel 2021). As such, we propose initiatives that universities can take to address some of the common gendered, racialized, and class-related exclusions and inequities evident in academic workplaces. This is in acknowledgement that academic institutions, having demonstrated a predilection for the co-optative and performative, are barely able to reform meaningfully, let alone engage the “transformation” and “decolonization” with which reform is often confused and erroneously conflated. Grounded within institutional research, we detail the commitments required from governing bodies, the changes necessary in academic decision-making spaces, the need for timely and transparent data collection infrastructure, and other institutional changes required to enhance the recruitment, hiring, and retention of Black, Indigenous, and other racially minoritized faculty and academic leaders. Together, these practices constitute preliminary reform necessary to create opportunity for more meaningful practices of inclusion.
Keywords:
- gender,
- race,
- class,
- leadership,
- inclusion,
- reform,
- post-secondary institution,
- academia
Résumé
Les postes de direction au sein des établissements postsecondaires demeurent généralement inaccessibles aux femmes, et plus particulièrement aux femmes noires, autochtones et d’autres minorités raciales. Dans cet article, nous soutenons que les voies d’accès à des postes de direction, en particulier en ce qui concerne des approches critiques non traditionnelles et non normatives qui découlent du fait que les femmes noires, autochtones et d’autres minorités raciales se trouvent dans une situation épistémique différente, constituent un bon premier pas vers le démantèlement progressif des cultures des milieux de travail universitaires eurocentriques et androcentriques qui sont normalisées et que l’on gère comme des entreprises. Ce genre de réforme est un travail préliminaire essentiel pour parvenir à une plus grande équité et inclusion dans les établissements universitaires. Soulignons que nous parlons ici d’un grand nombre de changements importants qu’il est nécessaire d’apporter pour adopter une première réforme indispensable, en parallèle avec une transformation plus radicale que nous devrions promouvoir continuellement ensuite (Dryden 2022; Patel 2021). Nous proposons donc des initiatives que les universités peuvent prendre pour remédier à certaines des exclusions et des inégalités les plus courantes liées au genre, à la race et à la classe sociale que l’on retrouve dans des milieux de travail universitaires, et ce, en reconnaissant que les établissements universitaires, qui ont démontré une prédilection pour la cooptation et le rendement, peinent à procéder à une véritable réforme, et encore plus à entreprendre la « transformation » et la « décolonisation » que l’on confond souvent, à tort, avec la réforme. En nous appuyant sur la recherche institutionnelle, nous décrivons en détail les engagements que doivent prendre les organes directeurs, les changements à apporter aux processus décisionnels des universités, l’importance de disposer d’une infrastructure de collecte de données rapide et transparente, ainsi que d’autres changements institutionnels nécessaires pour améliorer le recrutement, l’embauche et le maintien en poste du corps professoral et des dirigeants universitaires noirs, autochtones et issus d’autres minorités raciales. L’ensemble de ces pratiques constitue une réforme préliminaire qu’il est nécessaire d’adopter pour pouvoir mettre en place de véritables pratiques d’inclusion.
Mots-clés :
- genre,
- race,
- classe,
- direction,
- inclusion,
- réforme,
- établissement postsecondaire,
- milieu universitaire
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