Voices of Inclusion: Reimagining Language Diversity as a Framework of Social Responsibility in Indian Higher Education

Anubha Ray (), Prajna Pani (), Girish Prasad Rath () and Archana Choudhary ()
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Anubha Ray: Birla Global University
Prajna Pani: Centurion University of Technology & Management
Girish Prasad Rath: Centurion University of Technology & Management
Archana Choudhary: Birla Global University

A chapter in Proceedings of the 8th International Conference on Corporate Social Responsibility and Sustainable Development, 2026, pp 551-562 from Springer

Abstract: Abstract As global discussions regarding corporate social responsibility (CSR), sustainability, and ethical governance progress, the necessity to broaden the parameters of inclusion becomes increasingly essential. Although environmental issues and economic reforms frequently dominate discussions, language diversity, particularly within educational institutions, is an overlooked yet crucial aspect of social sustainability. The National Education Policy (NEP) 2020 of India prioritises the advancement of Indian languages via mother tongue-based instruction, the incorporation of regional languages, and the implementation of multilingual educational methodologies. Nonetheless, India’s postcolonial linguistic hierarchy, with English as the preeminent language, has resulted in structural disparities in higher education. Native language speakers often experience marginalisation in academic discourse, restricting their involvement and access. This linguistic disparity signifies wider social inequalities and poses a challenge to equity, diversity, and inclusion (EDI) objectives in educational institutions. This study proposes that managing language diversity is a crucial aspect of an institution’s social responsibility, aligning with global ESG principles. The paper introduces a two-step “Language, Diversity, Inclusion (LDI)” framework derived from the diversity and inclusion theories and the organisational linguistic diversity framework of Sylwia Ciuk et al. This model enables policymakers, administrators, and educators to actively address multilingualism, bridge linguistic gaps, and promote inclusive learning environments. The study contributes to a broader understanding of how higher education can play a transformative role in social inclusion by positioning language policy as a core element of institutional sustainability. It invites institutions to engage in knowledge exchange, adopt resilient frameworks, and participate in collaborative forums that place linguistic justice alongside environmental and economic accountability.

Keywords: NEP 2020; CSR; Linguistic diversity; Higher education; Social responsibility; Inclusion (search for similar items in EconPapers)
Date: 2026
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DOI: 10.1007/978-981-95-4200-0_32

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