Concerns about being accused of tokenism when diversifying reading lists stem from the perception of minimal effort or symbolic inclusion. People fear that including a few diverse authors or works might be seen as a superficial gesture or "tick a box" activity rather than a genuine effort to embrace and understand different perspectives.
Addressing these concerns involves a thoughtful, well-intentioned approach to diversifying reading lists, one that goes beyond token gestures to genuinely embrace and integrate diverse voices and perspectives into the educational narrative. Be open about the work that you are doing and explain that you are taking the step first. It takes time to diversify reading lists thoroughly, and the work that you are doing on your reading list will impact your approach to education and research.
Concerns about using appropriate language when discussing diversity and decolonizing higher education stem from an awareness that language has a profound impact on how individuals and groups are perceived and treated. Inappropriate language can perpetuate stereotypes, reinforce power imbalances, and cause harm. Sensitivity in language use ensures that discussions about diversity and decolonization are constructive and supportive. There are concerns that unintentional misuse of language could lead to misunderstandings, misinterpretations, and conflicts, particularly in discussions about sensitive topics like diversity and decolonization.
Proactive steps can be taken to ensure the use of appropriate language. Firstly, make time for learn about terminology and be willing to change. Language evolves, so it's important to keep up-to-date. It is also important to listen to marginalized voices and engage in dialogue with diverse groups. Participate in conversations to better understand their perspectives and language preferences. Pay attention to how individuals and groups refer to themselves and their experiences. Respect their preferences for specific terms and labels. Seek feedback from others, especially from those within marginalized communities, about your language use and be open to making adjustments. If you make a mistake, acknowledge it, apologize, and correct your language use moving forward.
Diversifying reading lists can be emotionally draining and hard work for both academics and students. Engaging with diverse perspectives often requires confronting one's own biases and privileges. This process can be uncomfortable and emotionally taxing as it challenges deeply held beliefs and assumptions. Many works that bring diverse perspectives to light also discuss issues like racism, sexism, colonialism, and other forms of oppression. Repeated exposure to these topics can be distressing and emotionally exhausting. Furthermore, for students and academics who identify with marginalized groups, reading about their own histories of oppression can be painful and triggering, leading to emotional fatigue.
Academics may also need to manage interpersonal dynamics because discussing diverse perspectives can sometimes lead to sensitive and difficult conversations in the classroom, requiring careful facilitation to ensure respectful and productive dialogue. Academics and students must balance a variety of perspectives, which can lead to disagreements and conflicts that need to be managed thoughtfully. Educators often bear the emotional labour of supporting students through challenging and sensitive topics, which can be draining over time.
Identifying and accessing diverse resources can be time-consuming. It requires effort to find credible and relevant works, especially those that might not be widely available or mainstream. Fully integrating diverse texts into the curriculum involves revising syllabi, designing new assignments, and ensuring that the new material is pedagogically sound and aligned with learning objectives. It should be acknowledged that this work is in addition to the ‘normal’ workload of the academics.
There may be concerns that the most cited and thus considered the 'best' research in a field is predominantly authored by white scholars or male scholars. The notion that diversity compromises quality is, quite frankly, a red herring. This perspective overlooks the systemic factors that influence scholarly networks, journal rankings, and the inherent linguistic advantage of native English speakers, all of which contribute to whose work becomes most widely cited. It is crucial to acknowledge that the most cited work is not necessarily the best work.
However, the education of academics traditionally emphasises the importance of certain works within their field. These works are often authored by white or male scholars. It could be hard for academics to challenge these established norms. It should be acknowledged that deviating from the accepted canon might be particularly hard for early-career academics.