{"id":1675,"date":"2021-04-29T09:00:44","date_gmt":"2021-04-29T08:00:44","guid":{"rendered":"https:\/\/blogs.manchester.ac.uk\/itl\/?p=1675"},"modified":"2026-03-26T09:41:44","modified_gmt":"2026-03-26T09:41:44","slug":"5-things-to-read-on-inclusive-language","status":"publish","type":"post","link":"https:\/\/blogs.manchester.ac.uk\/itl\/2021\/04\/29\/5-things-to-read-on-inclusive-language\/","title":{"rendered":"5 things to read on… inclusive language"},"content":{"rendered":"

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\"FreddieAs a regular feature on TEA we\u2019ll be bringing you a monthly list of \u20185 things to read on\u2026\u2019 aligned with different aspects of inclusive teaching.<\/strong><\/p>\n

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The University of Manchester Diversity Calendar<\/a> highlights Inclusive Language<\/strong> as a focus this month.\u00a0 Without even realising, there are\u00a0instances where we might use exclusionary language which is biased, discriminatory or offensive. Using inclusive language circumvents these issues and ensures that no one in your audience feels excluded.<\/p>\n

As a starting point, it is useful to consult the University\u2019s updated guidance on Inclusive Language<\/a>.<\/p>\n

1. Navigating Difficult Moments in the Classroom<\/strong><\/h6>\n

Let\u2019s start by considering what you should do if you encounter exclusionary and\/or offensive language in the classroom. Guidance from The Derek Bok Center for Teaching and Learning on\u00a0Navigating Difficult Moments in the Classroom<\/a> can help you to respond productively, whilst avoiding inadvertent indifference or hostility. The four steps outlined can help defuse uncomfortable situations and implement a longer-term solution which will encourage future use of inclusive language.<\/p>\n

2. Use of language: race and ethnicity<\/strong><\/h6>\n

Race and ethnicity are often used interchangeably, but advice from AdvanceHE on Use of language: race and ethnicity<\/a> highlights the importance of understanding the difference. A brief introduction to the limitations of the acronyms BME and BAME is provided concluding with a consideration of the significance of word order.<\/p>\n

3. Disability Language: How to Talk About Disability<\/strong><\/h6>\n

Esi Hardy\u2019s study Disability Language: How to Talk About Disability<\/a> promotes the use of disability-inclusive language by laying bare the discriminatory origins of some popular \u2013 but avoidable \u2013 terminology. The alternatives that Esi advocates draw on a range of good practices, including person-first theory (which puts the emphasis on the person and removes focus from the disability) and language that highlights a person\u2019s abilities over their limitations.<\/p>\n

Please note: Whilst the suggested terms given in this article closely reflects the University\u2019s instruction, colleagues should continue to use the University of Manchester\u2019s Guide to Inclusive Language<\/a> as conclusive guidance.<\/p>\n

4. \u2018Don\u2019t call me BAME\u2019: Why some people are rejecting the term<\/strong><\/h6>\n

While AdvanceHE\u2019s Use of language: race and ethnicity<\/a> introduces the issue (see 2. above), this BBC report \u2018Don\u2019t call me BAME\u2019: Why some people are rejecting the term<\/a> provides a more in-depth look at the limitations of classing individuals as BAME. An acronym for \u2018Black, Asian and minority ethnic\u2019, the term groups together a large non-white population without acknowledging individuality. The term itself can be perceived as exclusionary when it does not incorporate all minority ethnic groups, such as White Gypsy, Roma and Irish Traveller, marginalising these communities even further.<\/p>\n

5. Inclusive Moves<\/strong><\/h6>\n

Just past the half-way point of the webpage Inclusive Moves<\/a> the Derek Bok Center for Teaching and Learning advises staff to be mindful of language. The short paragraph encourages a proactive approach to researching any terminology that you feel uncomfortable or uncertain using and being open with students about your personal learning process. The advice carries a positive tone and concludes: \u2018[when] it comes to mindfulness around language, it\u2019s important to operate with a spirit of open-minded curiosity, humility, and goodwill\u2019.\u00a0<\/p>\n

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