The Future of Equity, Diversity, and Inclusion (EDI) in Education

Keep, Reform, or Dismantle?

Authors

DOI:

https://doi.org/10.14288/ce.v16i4.187054

Keywords:

Equity, diversity, inclusion (EDI), equity-denied, anti-wokeness, performative politics, NEOLIBERALISM

Abstract

Equity, Diversity, and Inclusion, also known as EDI, is one of several acronyms that refer to policies and practices of organizations, such as K to 12 school boards and post-secondary institutions, to promote inclusive and equitable environments. While EDI has become a ubiquitous discourse in educational administration, its impact extends into classroom pedagogies, hiring practices, curriculum development, and institutional culture. In this article, we critically examine the extent to which EDI committees and initiatives fulfil their promise of fostering inclusive environments to support equity-denied groups. We address the following research questions: (1) How have EDI frameworks evolved in education? (2) What gaps exist between EDI policies and their implementation for transformative impact? (3) What alternative approaches can create sustainable and impactful change? Overall, the article casts a critical eye on EDI initiatives, exploring opportunities, challenges, and potential futurities considering the polarizing discourse of political correctness and anti-wokeness.

Author Biographies

Ardavan Eizadirad, Wilfrid Laurier University 

Ardavan Eizadirad (@DrEizadirad) is an Assistant Professor in the Faculty of Education at Wilfrid Laurier University. He is also a community activist and Executive Director of the non-profit organization Youth Association for Academics, Athletics, and Character Education (YAAACE) in the Jane and Finch community in Toronto. Dr. Eizadirad is the author of Decolonizing Educational Assessment: Ontario Elementary Students and the EQAO (2019), and co-editor of Equity as Praxis in Early Childhood Education and Care (2021), Counternarratives of Pain and Suffering as Critical Pedagogy: Disrupting Oppression in Educational Contexts (2022)), The Power of Oral Culture in Education: Theorizing Proverbs, Idioms, and Folklore Tales (2023), and Enacting Anti-racism and Activist Pedagogies in Teacher Education: Canadian Perspectives (2023 with Drs. Zuhra Abawi & Andrew Campbell).

Gerald Walton , Faculty of Education, Lakehead University

Gerald Walton is a Professor in the Faculty of Education at Lakehead University in Thunder Bay, Ontario, Canada. His teaching and scholarship focus on social justice concepts and patterns, and the politics of difference.

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Published

2025-11-18

Issue

Vol. 16 No. 4 (2025)

Section

Articles

License

Copyright (c) 2025 Ardavan Eizadirad, Gerald Walton

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