Diversity, equity and inclusion (DEI) efforts are facing a growing backlash. Across the United States, the United Kingdom and Australia, DEI programmes have been heavily criticized and – in some cases – dismantled as policies are shifting toward merit-based approaches. Critics argue that diversity initiatives undermine talent, while supporters stress that genuine inclusion strengthens institutions by embracing broader perspectives and experiences.
Despite the controversy, the need for meaningful inclusion in higher education remains urgent. Researcher Dr Sreerekha Sathi emphasizes this point: ‘Diversity and inclusion remain critical topics in higher education, but the real challenge lies in meaningful inclusion.’
The E+CHOS project on diversity and inclusion
Dr Sathi, whose research focuses on gender, racialization and political economy, co-led the Changing Our Story (E+CHOS) project, an Erasmus+ initiative funded by the European Union. The project brought together partners from the Czech Republic, Slovakia, Ghana and the Netherlands to explore diversity and inclusion within higher education. It concluded at the end of 2024.
‘We explored what inclusion means in different contexts, the key challenges institutions face, and how they can address these challenges by learning from one another,’ explains Dr Sathi. ‘Our goal was to generate insights and outcomes that could be shared broadly, offering actionable steps for other institutions looking to advance inclusion.’
However, meaningful inclusion extends beyond policies and checklists. Many institutions hesitate to critically engage with inclusion as a political issue, particularly in today’s climate. ‘The conversation has become more fraught due to right-wing assertions in many countries, including the Netherlands, where policies increasingly marginalize certain student populations,’ she notes. ‘Budget cuts in higher education, for example, disproportionately impact international students and those from less privileged backgrounds.’
Inclusion is not a one-time achievement. It’s an ongoing process of listening, learning and adapting
Sreerekha Sathi
Storytelling as a tool for inclusion
One of the core methods used in the E+CHOS project was storytelling. Key project initiators, such as Dr Aminata Cairo, have long championed storytelling as a way to make personal and institutional histories visible.
‘In my experience, storytelling serves as an excellent entry point for conversations,’ says Dr Sathi. ‘Some students readily share their experiences, while others require more space and trust before opening up.’
For marginalized communities, storytelling has historically been one of the few avenues for representation in academic discourse. It provides an accessible platform to engage with issues often ignored by mainstream narratives. ‘Stories should not be extracted from marginalized individuals as commodities for others to use,’ she cautions. ‘There must be a reciprocal exchange – if I ask for someone’s story, I should also be willing to critically examine my own privileges and share my perspective.’
Project outcomes and looking ahead
The E+CHOS project produced three main outputs: an art exhibition, a documentary and an online course. Each was designed to foster deeper conversations around inclusion and provide accessible tools for continued learning.
‘The online course is the most sustainable outcome, as it remains available for long-term use,’ says Dr Sathi. ‘Initially, the course was only accessible in Czech, but we now have an English version, making it more widely available. The course structure allows adaptation to different contexts – each country or institution can modify its modules to fit their specific needs. For example, in India, discussions on racial inclusion could be expanded to address caste dynamics.’
Art exhibitions, held at the University of West Bohemia in Pilsen and The Hague University of Applied Sciences – two of E+CHOS’ partner institutions – showcased student artwork in 2024, reflecting diverse narratives on inclusion.
The documentary captures the project’s journey, bringing together students, staff and partners to reflect on the issues addressed. ‘Producing it was challenging, given the project’s four-year span, multiple locations and limited budget. However, it serves as a valuable record of our work and will be publicly available once finalized.’
The project also shed light on the difficulties of discussing inclusion in different national and institutional contexts. ‘Throughout this project, we also encountered sensitive topics that were difficult to address in different contexts,’ Dr Sathi notes. ‘In some European institutions, social inclusion issues are easier to discuss than physical accessibility challenges. In the Czech Republic, conversations about the Roma community’s experiences with inclusion were particularly complex. These challenges highlight the continued need for ongoing engagement and reflection on inclusion in higher education.’
As DEI programmes continue to face challenges worldwide, the E+CHOS project is a reminder that these efforts must persist. ‘The broader climate remains difficult, with increasing backlash against inclusion efforts,’ Dr Sathi acknowledges. ‘However, this makes it even more crucial to sustain these discussions and push for meaningful change in our institutions.’
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