EXPLORING EDUCATIONISTS' PERCEPTION OF EQUITY, DIVERSITY, AND INCLUSION IN PAKISTAN: A QUALITATIVE STUDY

Abstract

Equity, diversity and inclusion (EDI) has been used as a research framework across disciplines to study existing practices and make work environment more diversity friendly, equitable and inclusive. Present study tried to identify and explore how EDI is commonly viewed and understood by educationists in Pakistan. It was a qualitative study and was conducted in two phases. In the first phase, after literature review, a conceptual framework was developed about application of EDI at different levels in education. During second phase Higher Education Commission recognized journals of education and special education departments of different universities of Pakistan were reviewed. Inclusion criteria involved open access online journals. 56 Research articles published in last five years and discussing at least one dimension of EDI were selected and reviewed. Few consistent patterns of viewing and explaining EDI were identified. Mostly studies focused on implementation level of EDI and mostly studied areas included teacher readiness, use of modifications, diversity, differentiation and use of technology. At placement level, school leadership and in-service teacher training were most studied areas. Policies, access, attitudes and gender were the repeatedly studied themes at societal level application of EDI.