VIRTUAL: Learning. Life. Work.

Abstract

In the realm of education, fostering equitable systems that nurture student thriving necessitates a critical examination of how Human Resources professionals (HRP) engage with data and analytics to shape organizational practices. This research delves into the intersection of HR analytics and educational equity, with a focus on dismantling deficit frames pervasive in educational discourse. HRPs play a pivotal role in managing personnel and driving systemic change towards equitable outcomes for all students. By harnessing People Analytical Platforms (PAPs), HRPs can leverage data to inform strategic decision-making and challenge deficit-oriented narratives perpetuating inequities. Central to this inquiry is the concept of ‘multimodal inclusiveness for HRPs’ within educational settings. Recognizing the diverse modes of communication and interaction inherent in educational contexts, this research advocates for the adoption of inclusive practices that accommodate varied stakeholder preferences and foster equitable engagement with PAPs. Drawing on Critical Discourse Analysis (CDA) and Post-structuralist discourse analysis (PDA), this study examines how HRPs navigate data landscapes within educational contexts, shedding light on opportunities for disrupting power dynamics and fostering inclusivity. Through a nuanced analysis of HRP’ subjectivities and practices, this research seeks to inform the development of educational systems prioritizing student success and well-being. Moreover, this research employs Multimodal Critical Discourse Analysis (MCDA) to interrogate the intersection of HR analytics and educational equity, uncovering the ways in which presumptions embedded within analytical platforms shape organizational culture and decision-making processes. By integrating theoretical frameworks such as the CoP, Multimodal Social Semiotic, and Bourdieu’s theory of capital, this study situates HR analytics as a critical lever for advancing EDI within educational institutions