The Decolonial Perspectives and Practises Hub (DPPH) is a student-led organisation that aims to identify and challenge colonial patterns in higher education, elevates decolonising practices, and strives to create institutional change. In this chapter, the  authors use collaborative autoethnography to share their experiences as leaders of the DPPH in responding to the global pandemic and epistemic racism in the political and cultural context of Quebec, Canada. They argue that the mobilisation of equity, diversity, and inclusion (EDI) in higher education often minimises discomfort, promotes ethnocentrism, and protects freedom of speech at the expense of marginalised groups.

 

To address this, the authors advocate for a decolonising-equity-diversity-inclusion-belonging (DEDIB) framework for higher education that incorporates a humanistic vision for student leadership, student-faculty relations and learning environments. The chapter provides practical guidance on how researchers and educators can use the DEDIB framework to promote student activism and leadership, create community-engaged curricula, and connect across differences. Finally, the chapter offers insights into transforming institutions and revisioning leadership and change.