“What Are the Students Bringing, and What Are They Taking With Them?” Diversity, Equality, and Inclusion in Academic Practices

Universities play a vital role in social transformation, especially in advancing diversity, equality, and inclusion (DEI). Feminist critique of knowledge creation demands structural changes, leading to DEI policies in academia. These changes affect academic practices. This paper explores how educators understand and enact DEI. Using the theoretical framework of feminist pedagogy, we investigate the relationship between academic practices and DEI policies. This qualitative study conducted at UiT The Arctic University of Norway in 2022/2023 exemplifies how educators, although unfamiliar with DEI policies, support DEI through academic practices. Findings further reveal that educators employ academic practices that align with feminist pedagogy’s theoretical constructs and potentially impact transformative learning. These include prioritizing student-led learning, fostering a collective focus, supporting struggling students, challenging traditional academic norms, and nurturing critical reflection. Exploring ways of bridging gaps between educators and administrators is essential in fostering a supportive environment for DEI and hence warrants further research.