果冻影院

As our student community grows more diverse, it is vital to embrace inclusive language to create a welcoming and inclusive environment where everyone feels valued and respected.

By incorporating inclusive language into our education practices and working/studying relationships, we demonstrate our commitment to equity and foster a supportive atmosphere for students and staff of all backgrounds and identities to thrive.

While inclusive language has its limitations and is subjective, it plays a crucial role so here we provide helpful suggestions to guide you on the path towards positive language use.听

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Why does Inclusive Language matter?听

There are many negative stereotypes that exist about marginalised* groups. Using words and phrases without thoughtful consideration can lead to exclusion, hurt feelings, and unfair treatment. Without carefully reflecting on our language choices, we run the risk of reinforcing negative stereotypes, perpetuating power imbalances and societal injustices.

This can have negative consequences, such as dissatisfied students, higher dropout rates, complaints, and negative impacts on mental health and impact on teaching teams and collaboration needed for inclusive settings to thrive. 听

Language is powerful. It can help people feel valued and included or dismissed and excluded. It can destigmatise, enable respectful relationships, and build trust. 听

*"marginalised" refers to disadvantaged or underrepresented communities in society.听For instance, racial and ethnic minorities, disabled people, women, LGBTQ+ people, socioeconomically disadvantaged individuals, etc.听

Inclusive etiquette 听

Inclusive etiquette is essential for engaging with diverse marginalised groups, as it promotes respectful interactions and avoids causing offense or prying. 听听

Engaging in open discussions about inclusion is vital for nurturing a sense of belonging and creating positive educational experiences. However, it is equally important to have a clear understanding of acceptable language usage and how to respectfully interact with diverse individuals. By equipping our community with the necessary tools, we empower people to learn about engaging confidently with inclusive language.听

Inclusive Language Strategies听

Ask how someone identifies

Don鈥檛 make assumptions. You could build this into 鈥榳arm up鈥�/ 鈥榠cebreaker鈥� or introductory activities but be mindful of how you ask and that not everyone will be comfortable sharing information about themselves in a group activity. 听

Tip: Try something like an "Identity Art Gallery" activity. Ask participants to create visual representations of their identities by drawing symbols, writing words, and/or using colours that represent different aspects of who they are. They have the option to share their artwork with others, but it is not mandatory. The activity promotes self-expression and celebrates the diversity of identities without intruding on personal information.听

Focus on an equitable approach

People鈥檚 identities are multifaceted, one aspect of their identity does not define them. Do not over-focus on someone鈥檚 race, ability, sexuality, etc. but consider how you can include them.

Use language that someone identifies with鈥�听

Black, Asian and Minority Ethnic or 鈥楤AME鈥� is a much-contested term that many do not identify with because it homogenises the non-white experience. Some use 鈥楶erson of Colour鈥�, others 鈥榬acially marginalised/minoritised鈥� (from a national context) or 鈥榞lobal majority鈥� (from a global perspective).听

Tip: Language preferences are subjective so during one-to-one interactions, use an individual鈥檚 preferences. For group interactions, use language that is current.听

Avoid language that is patronising, emotive or aligns with deficit models

For example, 鈥榲ulnerable鈥�, 鈥榙ependent鈥�, 鈥榮ufferer鈥�, 鈥榩roblem鈥�, 鈥榠ssue鈥� are terms that disempower people. If you are talking about a disability, 鈥榗ondition鈥� is more positive than 鈥榩roblem鈥� or 鈥榠ssue鈥�.听

A person is not 鈥榖rave鈥� or 鈥榠nspirational鈥� because of their disability. Someone with dark skin is not 鈥榚xotic-looking鈥�.听

Do not use collective nouns

鈥楾he Chinese鈥�, 鈥榯he disabled鈥�, or 鈥榯he blind鈥� as assumes homogeneity and negates the uniqueness of individual identities. 听

Tip: Carefully consider the group(s) you are discussing and use terms that accurately describe them. Avoid using general terms unnecessarily, and keep in mind that the group(s) are not homogeneous and may have diverse characteristics, identities and subgroups with intersecting identities.听

Negative connotations

Is it appropriate to say 鈥榮ee you later鈥� to a blind person or 鈥榥ice to hear from you鈥� to a deaf person? Yes, fine as these are inoffensive expressions, but avoid phrases with negative connotations e.g. 鈥榯he blind leading the blind鈥� or 鈥榝alling on deaf ears鈥�.听

Inquiring about disabilities and neurodivergence

People are often asked to 鈥榙eclare鈥� or 鈥榙isclose鈥� their disability/neurodivergence. Consider the definitions of those words鈥� 听

Some are OK and comfortable with these terms but be mindful of how this can perpetuate stigmatisation. 听

Tip: Alternative ways to ask are 鈥榮hare information about鈥︹�� or 鈥榯ell us if you identify as鈥︹�� or simply 鈥榣et me know if I can make any adjustments so we can interact effectively鈥�. 听

Consider your audience

For instance, in UK audience, 鈥榙isabled people鈥� is often preferred over 鈥榩eople with disabilities鈥� because it recognises that people are 鈥榙isabled鈥� by society鈥檚 response to them or their long-term condition. Other parts of the world may use 鈥榩eople with disabilities鈥�. This is called people's first language and emphasises the person over their disability.鈥�鈥�听

Tip: Be mindful that labels like 鈥榙isabled鈥� lead to a focus on additional needs/support and so often play to deficit models. Individuals only need adjustments because education (and society generally) is inaccessible and inequitable by design 鈥� in other words, we use adjustments to retrofit. .听

Cultural considerations

The words and phrases mentioned in this resource relate to the use of English in the UK. Different words will be viewed as acceptable and unacceptable in other languages and cultures. For instance, in English-speaking cultures, the term "black sheep" is often used metaphorically to refer to someone who is different or stands out from the rest of the group and is generally seen as a somewhat negative expression. However, in other cultures, the colour black symbolises good health and prosperity or mystery and feminine energy or evil, rebellion, and death. 听

Tip: Use this as an opportunity to engage with diverse groups about differences in inclusive language. For instance, explain what 鈥渂lack sheep鈥� means and ask about different cultural interpretations and equivalent phrases in other cultures.

Next steps鈥�

1. Use this toolkit

Implement the strategies provided in your daily communication and interactions听

2. Continuous Learning

Language constantly changes, keep educating yourself and remain receptive to new knowledge. Take responsibility for your mistakes, apologise if you use incorrect terminology that offends someone, and learn from the experience.听

3. Seek Feedback

Invite input on your choice of inclusive language from students. You may want to engage with students via Continuous Module Dialogue and /or Student Curriculum Partners.听

Further help

Inclusive Teaching Toolkit听

References and further reading

鈥樷�� by E. Andoh (2022), Psychology Student Network, American Psychological Association.听

鈥樷�� by Odessa S. Hamilton.听

鈥樷�� by Neha Jain.听

鈥樷�� by Annie Elainey.听

Neil Murray (2016) Dealing with diversity in higher education: awareness-raising and a linguistic perspective on teachers鈥� intercultural competence, International Journal for Academic Development, 21:3, 166-177, DOI: 10.1080/1360144X.2015.1094660听

, Business Disability Forum.

SMART Goal Framework for Inclusive Language

SMART objectives should be tailored to individual needs and circumstances. These examples can serve as a starting point, and you can further refine them to align with your specific goals and timeframes.听

听	Example One	Example Two
Specific	Enhance awareness and understanding of inclusive language in a specific context and increase sensitivity to cultural considerations and diverse linguistic expressions.	Foster inclusive language in written materials, such as course materials or presentations.听
Measurable	Attend at least two workshops or training sessions on inclusive language within the next three months. Engage in conversations with individuals from different cultural backgrounds to learn about their language preferences and interpretations.听	Review and revise existing written materials to ensure they align with inclusive language principles. Seek feedback from colleagues or students on the inclusivity of written materials and incorporate suggestions for improvement.听
Achievable听	Allocate dedicated time each week to study and research inclusive language practices. Read and study literature or resources that explore the cultural nuances and variations of inclusive language.听	Allocate dedicated time to update and refine written materials, incorporating inclusive language and addressing feedback received.听 听
Relevant	Apply the acquired knowledge of inclusive language and cultural considerations in professional communications and interactions. Incorporate cultural considerations into everyday interactions and adjust language usage accordingly.	Create an inclusive learning environment by providing written materials that are accessible, free from exclusionary language, and reflect diverse perspectives.听 听
Time-bound	Within six months, demonstrate improved usage of inclusive language and a deeper understanding and respect for diverse cultural interpretations of language听	Within three months, update and finalise all written materials to reflect inclusive language practices and ensure inclusivity in course materials and presentations.听

Example听Goal Statements

By the end of the current semester, I will strive to...听听

Example 1

improve the use of inclusive language in my daily communication and interactions. I will implement the strategies outlined in the inclusive language toolkit, track my progress by recording instances where inclusive language is successfully utilized, and seek feedback from students. 听

Example 2

attend at least two workshops or training sessions on inclusive language, engage in conversations with individuals from different cultural backgrounds, and allocate dedicated time to study inclusive language practices and cultural nuances. Additionally, I will review and revise existing written materials, seeking feedback from colleagues or students to ensure inclusivity.听

This guide has been produced by听Manjula Patrick, Associate Professor, Arena Lead on Inclusive Education Practice.听

Reviewers and contributors:

• Elise Crayton, Disability Equity Lead, Faculty of Brain Sciences
• Helen Knowler, Associate Professor, Lead on ELEP Project
• Paulette Williams, Head of Student Success Office.听

You are welcome to use this guide if you are from another educational facility, but you must credit the 果冻影院 Arena Centre.鈥�

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