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From Implicit to Intentional: Advancing equity in Human Learning Systems
While the relational practices central to HLS are well-positioned to promote equity, they do not automatically enable equitable outcomes. Without explicitly naming and addressing equity, even the most well-intentioned relational work can reproduce existing power imbalances. Equity needs to be an interconnected, embedded consideration throughout. Ensuring equity requires deliberate, intentional practice around a clear purpose, promoting social justice. Relational practices can only advance equity where they are accompanied by conscious, critical reflections on power, inclusion and agency at all system levels (interpersonal, organisational-structural, local, regional and national). Without acknowledging and addressing structural barriers, implicit biases and trust deficits, particularly in marginalised communities, public services risk ignoring or reinforcing existing inequalities.
