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From Practice to Posture: Core Practices for Showing Up Authentically in DEIB Work

From Practice to Posture: Core Practices for Showing Up Authentically in DEIB Work

Ashley N. Gibson
Copyright: © 2022 |Pages: 16
ISBN13: 9781668440230|ISBN10: 1668440237|EISBN13: 9781668440254
DOI: 10.4018/978-1-6684-4023-0.ch004
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MLA

Gibson, Ashley N. "From Practice to Posture: Core Practices for Showing Up Authentically in DEIB Work." Implementing Diversity, Equity, Inclusion, and Belonging Management in Organizational Change Initiatives, edited by Abeni El-Amin, IGI Global, 2022, pp. 65-80. https://doi.org/10.4018/978-1-6684-4023-0.ch004

APA

Gibson, A. N. (2022). From Practice to Posture: Core Practices for Showing Up Authentically in DEIB Work. In A. El-Amin (Ed.), Implementing Diversity, Equity, Inclusion, and Belonging Management in Organizational Change Initiatives (pp. 65-80). IGI Global. https://doi.org/10.4018/978-1-6684-4023-0.ch004

Chicago

Gibson, Ashley N. "From Practice to Posture: Core Practices for Showing Up Authentically in DEIB Work." In Implementing Diversity, Equity, Inclusion, and Belonging Management in Organizational Change Initiatives, edited by Abeni El-Amin, 65-80. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-4023-0.ch004

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Abstract

Diversity, equity, inclusion, and belonging work has been an important element of organizational change in the last several years. However, there is much to critique as organizations struggle to see collective growth away from performative action and towards authentic internal change that is fully embodied from the top down. This chapter describes the importance and process of growth in educational leaders seeking to invest in the work of diversity, equity, inclusion, and belonging. The purpose of this chapter is to provide guidance to educational leaders and consultants who are seeking authentic ways to promote DEIB work and adult learning that fosters real results in DEIB. The chapter describes practices and ways of being, or a posture of authenticity that educational leaders should adopt if they want to see true organizational change within their professional community.

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