Using Appreciative Inquiry To Promote Diversity In Higher Education

Abstract

The topic of diversity and inclusion often evokes negative responses either spoken or unspoken. The importance of common language and promoting trust are necessary to begin dialogue. Appreciative Inquiry as a philosophy and approach began in the 1980’s and was formalized as an application in organizational change. The major principles of Appreciative Inquiry have informed the philosophy of Appreciative Leadership, the relational capacity to convert creative potential and to transform it into positive power. In addition to organizational change, the core values have been applied to social issues, team building, individual relationships, and global and international affairs. Appreciative Inquiry is a strength-based process through which people act in partnership to determine and co-create how to move an organization forward. As the importance of diversity and inclusion has become better recognized, social systems have become less homogeneous in fact and in our understanding of them. The principles and core values of Appreciative Inquiry can be applied to workshops on diversity. Rather than shame and blame, a workshop such as, Opening Doors: A Personal and Professional Journey, is based on recognition and appreciation of the many dimensions of diversity. The focus of these educational workshops is to provide tools for engagement and the deconstruction of the paradigms that have given rise to the various oppressions. The model is a collaborative relationship with allies and those who are empowered to be advocates for positive personal change and for the good of the whole. Thus the concept of fostering inclusion in diversity includes and not limited to position, religion, gender, ethnicity, age and other invisible identities. The goals are to create a welcoming, safe, and inclusive environment for all and to give voice to those who have been silenced. The program has been delivered to universities, human service agencies, government and community organizations in the United States and internationally. Results from a small sample of participants from a major university are presented. The data represent an overall view of the effectiveness and acceptance of the program as an alternative to the traditional workshops on diversity. Subsequent activities include sharing of resources and using discretionary power to interrupt oppressive behaviors and to give voice to the voiceless.