ABSTRACT
Equity, diversity, inclusion, and decolonization (EDID) is central to address the ongoing barriers to achievement gaps and inequities in K-12 and higher education post-pandemic. In this chapter, using the Canadian K-12, teacher education, and higher education systems as an illustrative case, we demonstrate the vast variations in the ways EDID principles have been taken up in international, national, and local educational policies and the diverse theoretical frames that guide the EDID work at different education levels (e.g., K-12, higher education, teacher education) in different systems across diverse national and geographical locations. While there are many promising practices in EDID work on the ground, there are also persistent challenges to transformative changes in educational systems which are manifested through simplistic and performative view of EDID, inconsistencies in policies and between institutions, and divisiveness and resistance to EDID initiatives. We conclude by suggesting ways to move toward mainstreaming EDID work with an intersectionality lens to create more just educational institutions in global contexts.
