From Diversity to Dignity Overcoming Polarization in an Age of Division

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Melanie Loehwing
Byron Craig


This article promotes closer rhetorical analysis of the current trend in higher education to institutionalize equity, inclusion, diversity, and access (EIDA) work without routinely interrogating the orienting terms used in such efforts. It may be easy to mistake the intentions of EIDA work as determining its value, thus discouraging a critical examination of the rhetorical outcomes it produces and the rhetorical effects it invites. We suggest that one insight such analysis could offer is a better account of the rhetorical constraints of the term “diversity.” In this article, we review a range of compelling critiques that have been offered of the limitations of “diversity” as it appears in higher education discourse. We suggest “dignity” as a promising alternative to “diversity” as an alternate orienting term for EIDA work in higher education.


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How to Cite
Loehwing, M., & Craig, B. (2021). From Diversity to Dignity: Overcoming Polarization in an Age of Division. Journal of the Scholarship of Teaching and Learning, 21(4).
Pedagogy of the Polarized