Exploring intersectionality into the design of an equality strategy within Higher Education: A Brazilian and UK study

Incorporating intersectionality within higher education institutions (HEIs) strategies is not merely theoretical but a practical necessity for fostering inclusive environments. This paper explores a strategic approach that embraces the transformative potential of intersectionality, emphasizing the importance of comprehensive approaches that address the diverse experiences of academic communities. This study integrated semiotic analysis and rich picture methods along with intersectionality within higher education framework to investigate the dynamics of equality in Brazil and UK HEIs. Findings of the study advocates for continuous reinterpretation and adaptation of equality strategies, in line with evolving understandings of intersectional identities and their impact on educational experiences. The paper concludes by emphasizing the interplay between social justice and environmental sustainability, advocating for a holistic approach to addressing social inequalities alongside environmental challenges. This integrated perspective is crucial for HEIs aiming to contribute to societal transformation through research and education.

Citation

Starr, S., Suresh, S. & Renukappa, S. (in press) Exploring intersectionality into the design of an equality strategy within Higher Education: A Brazilian and UK study, presented at Achieving transformation for greater good: Societal, organisational and personal barriers and enablers, 38th British Academy of Management Conference, 2 – 6 September 2024, Nottingham Trent University, U.K

Type

Conference contribution

Language

en

Description

This is an accepted manuscript of a paper presented at Achieving transformation for greater good: Societal, organisational and personal barriers and enablers, 38th British Academy of Management Conference, 2 – 6 September 2024, Nottingham Trent University, U.K The accepted version of the publication may differ from the final published version.

Collections

Faculty of Science and Engineering