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It explore issues of diversity and inclusion in relation to artificial intelligence (AI).The author leads a research group on Digitalization and Robotization of Society at NTNU Norwegian University of Science and Technology

This paper describes some of the findings of an ongoing research study sponsored by a major UK graduate employer wishing to increase the number of job applications that it receives from women. The findings suggest that males and females may hold different perceptions of particular organisations and that this factor may be as significant as different (career) needs or desires in determining their different job application intentions. The paper reviews some of the related points from the organisational choice and work values literature, before going on to describe the research and its findings in more detail. The implications for organisations are discussed, with a particular focus on the role of personal interaction between (current) employees and potential recruits. The application of concepts from the organisational image and identity literatures is used to explore whether making changes to an organisation's recruitment image, in order to attract more diverse recruits, first requires changing existing employees' view of the organisation.

This short article responds to a notorious incidence of racism in a British theatre review from 2018 to argue that diversity initiatives in the British theatre have failed to challenge the assumptions of white supremacy at the level of narrative and discourse and have thereby not only acted as a fig-leaf for systemic racism, but have actively sustained it.

Concern, expressed by government and other funding agencies and consumers of research, about the quality and relevance of research in the field of education affects not only the kind of research is conducted but also the way in which we educate researchers. The economic imperative for ?value for money? from research and researchers has, for instance, led to the education of research students to be seen increasingly in terms of training in a range of generic skills that can be applied to the investigation of a range of forms of research problem in a variety of contexts. Whilst breadth in the education of researchers has clear advantages, both for the careers of individual researchers and the wider research community, there is some tension between this approach and the more established view of a research degree as an induction into a narrow domain of knowledge and the production of a highly specialised academic identity. There are further developments that erode this notion of specialisation, for instance the growth of mixed method research, which has the potential to challenge the polarisation of qualitative and quantitative research, and shifts in the sites and agents of educational research signified by the growth of professional doctorates, which could further challenge the university as a dominant institution in the production of educational knowledge. In this paper I will explore what these developments mean for the teaching of research and consider how we can work collaboratively to develop both professional researchers and researching professionals, and reconcile the acquisition of skills with induction into specialised knowledge domains. This will involve exploration of both an overarching framework for thinking about the processes of doing research and specific examples of practice. Underlying the approach taken is a general commitment to research education, rather than to training and the teaching of methods, and the desire to ensure dynamism and diversity in educational research, in terms of approach, substantive focus and theoretical orientation, and of sites, practices and agents of knowledge production.

"For over 30 years, Teaching for Diversity and Social Justice has been the definitive sourcebook of theoretical foundations, pedagogical and design frameworks, and curricular models for social justice teaching practice. Thoroughly revised and updated, this fourth edition continues in the tradition of its predecessors to cover the most relevant issues and controversies in social justice education (SJE) in a practical, hands-on format. Filled with ready-to-apply activities and discussion questions, this book provides teachers and facilitators with an accessible pedagogical approach to issues of oppression in classrooms. The revised edition also focuses on providing students and participants with the tools needed to apply their learning about these issues. This fourth edition includes new and revised material for each of the core chapters in the book complemented by fully developed online teaching designs, including over 150 downloadables, activities, and handouts on the book's companion website. A classic for educators across disciplines and contexts, Teaching for Diversity and Social Justice presents a thoughtful, well-constructed, and inclusive foundation for engaging people in the complex and often daunting problems of discrimination and inequality in American society"--

Ground-breaking programme helps parents realise how their behaviour and prejudices affect their children and others, so they can develop respect for difference