Exploring the Use of Inclusive Teaching Strategies to increase the Effectiveness of Adult Learning Programs related to Equity, Diversity, and Inclusion (EDI) within Canadian Public Sector Organisations.

This study discusses EDI training in a Canadian context, friction between EDI training and the lived experience of the participants, and identifies elements of inclusive strategies. The research methodology is focused ethnography, and with the theoretical frame of social constructionism this research allows for a focus on the relationship between individuals and a particular aspect of their life i.e. corporate training. Participants were identified through convenience and purposive sampling. The findings presented through the novel use of the lattice framework indicate the following areas of inclusive design are critical: Behaviour Matters, Context Matters and Authenticity Matters. When all three modules are planned for in an inclusive pedagogy approach to EDI training, there is an opportunity to bring environmental influences through the philosophy of experiential learning. This study contributes to organisational behaviour research around leadership, the development of a prioritization matrix, and the development of a model for diverse learning environments. Keywords: Public sector; EDI training; critical pedagogy; measuring EDI training effectiveness; lattice framework; diversity management; bias; identity.

Author dc:creator

• Gay, Brian, Roland

Advisor dc:contributor.advisor

• Fovet, Frédéric

• College of interdisciplinary studies

Language dc:language.iso

en_US

Identifier URI

https://doi.org/10.25316/IR-19683

OAI identifier oai:identifier

oai:null:10613/28051