Performative to Transformative: Implementing Authentic Diversity and Inclusion Training in Higher Education
Article information:
Volume VIII 2024, No 2, Pages: 23-38
DOI: http://dx.doi.org/10.24193/JRHE.2024.2.2
Abeni El-Amin, “EMPOWER!” Public Health Innovation Program Manager, Kinesiology & Health Promotion, College of Education, University of Kentucky, United States of America, email: abeni.elamin@uky.edu
Abstract: This exploratory conceptual review addresses the challenges between performative diversity, equity, inclusion, and belonging (DEIB) in higher education and authentic DEIB training practices. Performative diversity is utilized to express an assurance to DEIB implementation and execution. Conversely, in doing so, performative diversity neglects to provide strategic visioning, planning, investment, policy directives, actions, or empowered individuals to develop and sustain racial equity. Performatives are procedural social practices sanctioned to avoid potential litigation or discontent from clients or stakeholders. A further consideration is how higher education can effectively use online DEIB training strategies to help institutions effectively implement DEIB initiatives and programs. As a result, critical progress has been made in incorporating innovative online DEIB training methods, which are proven to transform learning and DEIB training processes.
Keywords: Diversity, equity, inclusion, and belonging (DEIB), performative diversity, DEIB training innovation, haptic and experiential learning, higher education.
