Résumés
Abstract
The aspirational postsecondary strategies of Indigenizing and internationalization claim to address pressing political questions such as racism and systemic inequities in the university. Through close examination of these initiatives in two key postsecondary institutions in Toronto, Canada, we show how these priorities instead betray strategic investment in diversity in three specific ways: first, universities are positioned as a horizontal “community of changemaker” that are themselves disarticulated from global relations of inequities. Next, international and Indigenous students’ welcome is made conditional and contingent on their becoming “diversity informants” for the university and its normative membership. Related to that, the claims of curricular diversity reify established epistemic hierarchies. We end the article with some final reflections on the merits of reforming the university, discussing the tensions, and the limits and possibilities of this project.
Keywords:
- indigenizing initiatives,
- internationalization,
- postsecondary,
- racism,
- diversity,
- systemic inequities,
- epistemic hierarchies
Résumé
Les stratégies visant l’autochtonisation et l’internationalisation se targuent de s’adresser aux questions politiques de l’heure, à savoir le racisme et les inégalités systémiques au sein de l’université. Un examen approfondi de ces démarches dans deux établissements clés d’enseignement postsecondaire à Toronto, au Canada, révèle que ces priorités vont à l’encontre de l’engagement envers la diversité de trois façons particulières. Premièrement, les universités se positionnent comme « communauté horizontale d’agents du changement », en soi désarticulée des rapports globaux d’inégalité. Ensuite, l’accueil aux étudiants internationaux et autochtones est assujetti à leur volonté de devenir « informateurs pour la diversité » pour le compte de l’université et de ses membres normatifs. En parallèle, la diversité dont se réclament les curriculums sert à réifier les hiérarchies épistémiques en place. Pour conclure, nous mettons de l’avant quelques réflexions sur les mérites d’une réforme universitaire, tout en invoquant les tensions, les limites et les possibilités d’un tel projet.
Mots-clés :
- initiatives d’autochtonisation,
- internationalisation,
- postsecondaire,
- racisme,
- diversité,
- inégalités systémiques,
- hiérarchies épistémique
Parties annexes
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