From Talk to Action: An Appreciative Inquiry Approach to Diversity and Inclusion Work Within a Community of Practice

Abstract

As a result of ongoing racial tension, interest in learning and development around diversity and inclusion has continued to rise across disciplines in recent decades. To prepare students to lead across differences, leadership educators must cultivate students’ capacity to engage in diversity, equity, and inclusion principles. This article discusses how a community of practice developed a 28-Day Equity Challenge to examine social issues. Our conceptual framework demonstrates the interplay of how leadership and learning theories and appreciative inquiry informed this challenge and supported a creative approach to diversity, equity, and inclusion learning. The findings of this practice guide future applications to enhance student learning.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Roberta Maldonado Franzen

a

Roberta Maldonado Franzen ([email protected]) is a director for people and culture at Kansas State University Libraries and teaches in the leadership studies minor at the Staley School of Leadership at Kansas State University.

Mac T. Benavides

b

Mac Benavides ([email protected]) is an assistant professor in the Staley School of Leadership and teaches in the qualitative research graduate certificate in the College of Education at Kansas State University.