Abstract
ABSTRACT Higher education systems worldwide strive for diversity, equity, and inclusion. However, policies meant to support these values often – intentionally or not – construct new forms of labeling, discrimination, and exclusion. This study examines this dynamic through the case of access and participation plans for Arabs in Israeli higher education. An analysis of citizenship discourses used throughout the policy narrative is applied to state policy documents and interviews with policymakers and implementors. The analysis reveals two narratives describing a single policy: a ‘shared interests’ narrative focused on economic development and growth, and a ‘balancing tradeoffs’ narrative balancing economy and security. These narratives help identify the policy as a ‘multiple diversity regime’ with social, economic, civic, and ethnonational dimensions. Diversity, equity, and inclusion values are promoted through social, economic, and civic convergence, while labeling, discrimination, and exclusion arise through economic and ethnonational convergence. This study contributes to higher education research by accounting for the complex and multi-dimensional dynamic of diversity policies, especially in deeply divided societies. It calls for higher education systems and institutions to take on a more comprehensive approach, going beyond the social and economic dimensions of diversity, to pursue substantial ethnic and national equity and inclusion.
Published Version
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