From “whiteness” to the privilege continuum: Contemplating EDI, its language and how it supports researcher careers

This article makes a case for a significantly different approach to EDI interventions in the Higher Education research space, focusing on institutional, systemic unconscious biases and supporting an affirmative approach to reaching various diversity targets and aspirations. The challenge here lies in mainstream EDI interventions being generally built around a deficit model, e.g. with a focus on groups or individuals who “need to be supported” instead of focusing on adapting institutional processes and “ways of working” to support more equitable and inclusive cultures built into institutional processes.