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ERIC Number: EJ1472970
Record Type: Journal
Publication Date: 2025
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2691-8633
Available Date: 0000-00-00
Literacies of the Rainbow Corn Mother: A Queer Indigenous Eye for DEI
Paul David Terry; jamal epperson
International Journal of Human Rights Education, v9 n1 Article 11 2025
The landscape of Diversity, Equity, and Inclusion (DEI) work is currently undergoing a critical evaluation and facing attacks, revealing the limitations of performative initiatives entrenched in colonial frameworks. These initiatives often fail to acknowledge and address the erasure of Indigenous and queer identities, alongside the need for genuine representation within institutional settings. This approach may lead to creating inclusivity shaped by colonial law rather than fostering the true inclusivity and belonging that communities seek. Advocates are calling for a shift towards a more comprehensive and inclusive approach to DEI work, urging organizations to move beyond performative gestures and toward meaningful change. As organizations and institutions continue to navigate the complexities and challenges of DEI work, it is imperative to acknowledge the historical injustices and systemic barriers that have marginalized certain communities and continue to influence programming through power dynamics and organizational needs. By embracing a holistic approach that integrates queerness and decoloniality, we have the opportunity to transcend performative gestures and pave the way for substantive progress in creating inclusive environments. In this article, we explore the vital need of a commitment to a Queer Indigenous Eye for DEI allowing us to challenge colonial legacies, promote authentic belonging for all individuals, and lay the foundation for a more just and inclusive future.
International Journal of Human Rights Education. 2130 Fulton Street, San Francisco, CA 94117. e-mail: ijhre@usfca.edu; Web site: https://repository.usfca.edu/ijhre
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A