The origin of equity/equality, diversity, and inclusion (EDI) initiatives at universities are rooted in the 2005 Athena SWAN (Scientific Women’s Academic Network) charter from Advance HE in the UK, which has the purpose of initiating actions that generate gender equality in UK universities. Since then, Advance HE also set up a “race charter” to deal with equality issues that are experienced by ethnic staff and students within higher education. Today “equality, diversity and inclusion” and “equity, diversity and inclusion” (from now on both called EDI) are used as phrases by universities in many countries to highlight ongoing efforts to rectify the problems that are linked to EDI of students, non-academic staff, and academic staff, whereby the focus broadened from gender to include other underrepresented groups, including disabled students, disabled non-academic staff, and disabled academic staff. How EDI efforts are operationalized impacts the success and utility of EDI efforts for disabled students, non-academic staff, and academic staff, and impacts the social situation of disabled people in general. As such, we analysed in a first step using a scoping review approach, how disabled students, non-academic staff, and academic staff are engaged with in the EDI focused academic literature. Little engagement (16 sources, some only abstracts, some abstracts, and full text) with disabled students, non-academic staff, and academic staff was found. This bodes ill for the utility of existing EDI efforts for disabled students, non-academic staff, and academic staff, but also suggests an opening for many fields to critically analyse EDI efforts in relation to disabled students, non-academic staff, and academic staff, the intersectionality of disabled people with other EDI groups and the impact of the EDI efforts on the social situation of disabled people beyond educational settings. The problematic findings are discussed through the lens of ability studies and EDI premises, as evident in EDI policy documents, EDI academic, and non-academic literature covering non-disability groups, and policy documents, such as the 2017 “UNESCO Recommendation on Science and Scientific Researchers” and the 1999 “UNESCO World Conference on Sciences” recommendations that engage with the situation of researchers and research in universities.

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大学中的平等/平等，多样性和包容性（EDI）：残疾人的案例

大学中的平等/平等，多样性和包容性（EDI）计划的起源源于英国Advance HE在2005年发布的Athena SWAN（科学女性学术网络）宪章，该宪章旨在采取行动，在世界范围内促进性别平等。英国大学。从那时起，Advance HE还制定了《种族宪章》，以处理高等教育中的族裔工作人员和学生遇到的平等问题。如今，“平等，多样性和包容性”和“平等，多样性和包容性”（从现在起两者都称为EDI）已被许多国家的大学用作措辞，以突出说明正在努力纠正与非EDI学生有关的问题。 -学术人员和学术人员，从而将重点从性别扩展到包括人数不足的其他群体，包括残疾学生，残疾非学术人员和残疾学术人员。EDI努力的运作方式如何影响EDI努力对残疾学生，非学术人员和学术人员的成功和效用，并影响到整个残疾人的社会状况。因此，我们首先使用范围审查的方法进行了分析，分析了残疾学生，非学术人员和学术人员如何参与以EDI为重点的学术文献。发现与残疾学生，非学术人员和学术人员的交往很少（16个来源，一些仅摘要，一些摘要和全文）。这预示着现有的针对残疾学生，非学术人员和学术人员的EDI努力的效用，但也建议为许多领域提供机会，以批判性地分析与残疾学生，非学术人员和学术人员有关的EDI努力。 ，残疾人与其他EDI群体的交叉性以及EDI努力对超出教育背景的残疾人的社会状况的影响。