EJI Resources

John Henry Smith interviews Davarian L. Baldwin about his book.

We are a European civil society organisation advocating practices of and research into multilingualism in society and all its cultural activities and in plurilingual education in Europe and beyond. Enrolled in the European Commission Transparency Registry as an NGO, we are a legal entity with our secretariat in Copenhagen, Denmark.

Our goal in this article is to remind readers what is unsettling about decolonization. Decolonization brings about the repatriation of Indigenous land and life; it is not a metaphor for other things we want to do to improve our societies and schools. As important as their goals may be, social justice, critical methodologies, or approaches that decenter settler perspectives have objectives that may be incommensurable with decolonization.

In this book, Linda Tuhiwai Smith presents a critical examination of research methodologies and their relationship to colonialism, advocating for decolonizing approaches in academic and research practices.

Drawing on a decolonizing approach, which puts the "soul wound" of colonialism at the centre, Renee Linklater engages ten Indigenous health care practitioners in a dialogue regarding Indigenous notions of wellness and wholistic health, critiques of psychiatry and psychiatric diagnoses, and Indigenous approaches to helping people through trauma, depression and experiences of parallel and multiple realities.

Design justice rethinks design processes, centers people who are normally marginalized by design, and uses collaborative, creative practices to address the deepest challenges our communities face.

Each two-page description leads you through an archetype and outlines ways to use the archetype to address your own business issues.

DHQ published a special issue that explores issues of diversity in the digital humanities and the need for inclusive practices.

DRS is dedicated to ensuring access and inclusion for all students with disabilities on the Seattle campus enrolled in our undergraduate, graduate, professional, Evening Degree and Access programs for over 39 years. DRS serves 2,800+ students with either temporary or permanent physical, health, learning, sensory or psychological disabilities.

Provides leadership to the university community in achieving employment, educational, programmatic and physical access for individuals with disabilities.

A publication of the Association of American Colleges and Universities focusing on diversity in higher education.

At the University of Washington, diversity is integral to excellence. We value and honor diverse experiences and perspectives, strive to create welcoming and respectful learning environments, and promote access, opportunity and justice for all.

Serves as the primary advisory committee to the UW President on matters of diversity and equity at all three UW campuses.

This taskforce examines the current diversity requirement, assesses the efficacy of the current requirement in meeting student needs, and makes recommendations to more effectively address issues of race, equity, inclusion, power, bias, systems of oppression, and anti-racism.

Rooted in theories of cognitive development and social psychology, this article explores the relationship between students' experiences with diverse peers in the college or university setting and their educational outcomes.

Simply adding race to the list of differences equally targeted in a diversity strategy won't eradicate the systemic racism that marginalizes -- and kills -- black Americans, writes Benjamin D. Reese.

This document presents eight powerful truths about diversity and inclusion.

Executive Order 14035 concerning strenghtening the Federal workforce by promoting diversity, equity, inclusion, and accessibility.

The Diversity, Equity, Inclusion and Belonging (DEIB) Excellence Award seeks to highlight Professional Staff currently working at the University of Washington at our Seattle, Tacoma or Bothell campuses, including UW Medicine.

Your curated guide for promoting DEIJ initiatives, institutional change, and an inclusive culture

This book provides practical strategies for facilitating conversations about race and fostering a more inclusive environment.

Offers online diversity training and resources for faculty, staff, and students.

As a facilitator and space holder, Dr. Falami creates safe and inclusive environments where individuals can share their stories, find healing, and gain strength from community connection. Facilitating workshops and retreats, and healing circles that address the complex emotional and spiritual aspects of self and collective care and one's wellbeing.

This article, written collaboratively by an education scholar and a drag queen involved in organizing Drag Queen Story Hour (DQSH), contextualizes the programme within the landscape of gender in education as well as within the world of drag, and argues that DQSH provides a generative extension of queer pedagogy into the world of early childhood education.

The authors provide a historical framing of the distinct differences between assimilative schooling systems and community-based educational resurgence efforts and center Indigenous Knowledges in their stories of resistance and vitalizing efforts with their communities.