According to the study, the experiences of deaf employees represent an untapped knowledge resource that can transform the way we view diversity and inclusion.
“We found that deaf employees resisted having their needs their needs to be portrayed as financial burdens. Instead, they asserted their right to be linguistically different and took on roles that made them agents of change,” says Janet Johansson, Associate Professor/Docent of Business Administration at Linköping University, specialising in ethics within organisations such as companies and care services.
Janet Johansson, Associate Professor.
The study is part of the Flexit project, which Janet Johansson has led for several years and about which she has previously published several articles. The project took an ethnographic approach based on observations and interviews. This particular article focuses on the hearing impaired individuals within the organization. It illustrates how these individuals navigate an environment where hearing is the norm.
Enriched learning process
“By taking on leadership roles and collaborating on changes, they have generated critiques of the able-bodied norm and broadened perspectives and knowledge about what constitutes a ‘functional’ body within the organization. This has enriched the organisation’s learning process”, says Janet Johansson.
The authors develop the concept of full inclusion further, where knowledge, learning and initiatives are based on the experiences of all involved: Decision-makers, employees and especially those directly affected. This means that organisations do not view individuals as passive recipients of support, but rather as active creators of knowledge and people with diverse abilities.
“Full inclusion requires reflective learning, recognition of different perspectives and a willingness to embrace resistance and alternative viewpoints.”
Methods
The concept of ‘full inclusion’ is embodied in the article’s methodological approach. The third author is a hearing-impaired individual who took part in the data collection, using sign language to communicate with participants. The third author also provided crucial insights in analysis from the perspective of the hearing impaired individuals.
“Including Malin as a co-author in the knowledge-creation process − rather than positioning her merely as an observed research subject − demonstrates the practice of full inclusion in the production of knowledge”, says Janet Johansson.
The methodology operates on several levels . The lead author worked within the organization and investigated strategies and practices concerning equality, diversity, and inclusion (EDI).
“The study was conducted in a performing arts organisation. But we see that the results can be applied in other organisations.”
The researchers warn of the risks associated with measures that reduce people with disabilities to a single, general category. A focus solely on meeting “special needs” can create tensions and reinforce stereotypes.
Paradox
“When similarity is emphasised, there is a risk of ignoring individual needs. But a strong focus on difference can in turn lead to people with disabilities being essentialised – meaning that the disability itself characterises the person rather than their personal qualities . This is the sameness-difference paradox” sa Janet Johansson.
Instead, the authors of the study propose the concept of full inclusion.
“It is about truly engaging with the complexity of different perspectives and lived experiences,” says Janet Johansson.
The study shows that deaf employees inspire learning by taking on unfamiliar leadership roles and challenging established norms. The researchers argue that this not only promotes fairness but also creates valuable knowledge for organisations seeking to become more inclusive.
“We urge management teams to adopt a learning approach based on full inclusion. It is the key to creating a more dynamic and equitable work environment,” says Janet Johansson.
Read the study here:
Johansson, J., Risberg, A. and Kvitvaer, M. (2025). Toward full inclusion: understanding individual experiences as epistemic resources in sameness-difference dilemmas. Management Learning. Vol. 56, 5. https://doi.org/10.1177/13505076241310226
