Multipartiality in academia: Supporting more than one side in a diverse environment
In a university seminar, tensions rise as students from different backgrounds express opposing views. The moderator hesitates; stay neutral, stay silent, or step in? In today’s diverse academic spaces, silence can leave voices unheard. But what if we could support both sides at once? That’s where multipartiality comes in.
In a previous impulse, we explored allyship: the act of supporting someone facing injustice. Multipartiality builds on this idea by offering solidarity with all sides, especially when perspectives clash.
Multipartiality (also known as all-partiality, or omnivalent impartiality) means giving equal care, space, and support to all sides in a conflict. Introduced by the conflict expert Dr. Friedrich Glasl, the term comes from mediation. Unlike neutrality, which may imply stepping back, staying distant, or remaining silent, multipolarity is an active approach: it urges us to intervene with empathy and awareness of biases, inequalities, and power dynamics. That doesn’t mean agreeing with everyone, but ensuring that all are seen, heard, and supported.
What can Institutions do? Among many possible measures, institutions can:
- Train academic staff in equity-minded and inclusive dialogue.
- Establish diverse leadership structures that distribute power and decision-making fairly.
- Create spaces for intergroup dialogue and multipartial engagement.
What can individuals do?
- Stay grounded in your values while remaining open. Multipartiality means putting personal preferences aside to stay focused on a shared goal. Awareness, rather than the need to be right, helps reduce bias, especially when you care deeply about those involved.
- Listen without immediately trying to fix the situation, and reflect before reacting. Be equally responsive to all sides by asking yourself questions like “Who has been heard?” “Who might be missing?” and “How can you invite more openness?” It is also important to note that curiosity helps reveal blind spots and keep your responses balanced.
- Stay committed to creating a shared space. Speak up gently when one voice dominates, and invite others in using open-ended questions.
Why does it matter?
In a world of complex identities, multipartiality helps us find common ground without erasing differences.
Furthermore, “Infusing multipartiality over perceived neutrality and objectivity into day-to-day practice is essential to addressing inequities, being more inclusive, and fostering greater justice and equity in higher education and beyond.” Holmes et al., 2020
Resources and further readings:
- Douglas, S. (2008). Neutrality in Mediation: A Study of Mediator Perceptions. QUT Law Review, 8(1), 139–160. https://lr.law.qut.edu.au/article/download/88/83/88-1-168-1-10-20120619.pdf?utm
- Glasl, Friedrich (1999), Konfliktmanagement. Ein Handbuch für Führungskräfte, Beraterinnen und Berater. Bern: Verlag Paul Haupt
- Gross, S. (2023). Developing Role Clarity and Self-Image. In: Facilitation Skills. Springer Gabler, Wiesbaden. https://doi.org/10.1007/978-3-658-40015-6_8
- Holmes, R. C., Edwards, K. E., King, T. L. G., & DeBowes, M. M. (2020). Why Objectivity is Not Nearly Enough. The Critical Role of Social Justice in Campus Conflict and Conduct Work. In Reframing Campus Conflict (2nd ed.). Routledge https://www.taylorfrancis.com/chapters/edit/10.4324/9781003446736-5/objectivity-nearly-enough-ryan-holmes-keith-edwards-tamara-greenfield-king-michael-debowes
- Zúñiga, X., Nagda, B. A., & Maxwell, K. E. (2011). Intergroup Dialogue in Higher Education. ASHE Higher Education Report, 37(6), 1–125. https://bpb-us-w2.wpmucdn.com/u.osu.edu/dist/d/61916/files/2018/07/Intergroup-Dialogue-in-Higher-Education-Meaningful-Learning-About-Social-Justice-ASHE-Higher-Education-Report-2etvi7v.pdf?utm
