Diversity and inclusivity

Diversity in teaching refers to acknowledging a range of differences among learners, while inclusivity in teaching refers to embracing those differences. Some diversity and inclusivity considerations are:

Imagery and example names
  • Assess the number of images and illustrations and the individuals and populations represented therein. Are all populations equitably represented throughout the resource?
  • Assess the role, depiction, connotation, expressions of authority, and purpose of the people represented in the image. Are any stereotypes perpetuated? Does the background or setting of the image indicate anything negative?
  • Include images of people in a variety of actions where the context of the image does not relate to their identity. For example, showing a person in a wheelchair can be included in images not directly related to disability.
  • Ensure that people’s names used in examples, exercises, and scenarios represent various countries of origin, ethnicities, and gender.
  • Ensure that names with particular ethnic or origin associations are portrayed properly; avoid negative comparisons or stereotypes associated with particular national origins or ethnicities.[5]
Inclusive language
  • Use gender-inclusive language.
  • Use a diverse representation of pronouns, including gender-neutral pronouns such as them and they.
  • Ensure that all references to people, groups, populations, categories, conditions, and disabilities use the appropriate verbiage and do not contain any derogatory, colloquial, inappropriate, or otherwise incorrect language.
  • For historical uses that should remain in place, consider adding context, such as “a widely used term at the time.” Ensure that quotations or paraphrases using outdated terms are attributed, contextualised, and limited. Consider why this term is necessary and whether a more inclusive term could be used instead.[5]
Diverse perspectives
  • For each topic/concept, consider the perspective of all populations in relation to controversies, arguments, alternative points, and so on.
  • Suggest additions to expose a varied point of view and widen the context for students.
  • Avoid characterisations that lead to generalisation – e.g. “rural communities tend to support gun rights.” If a generalisation like that must be stated, provide more context, such as why, and include any counterpoints from “within” that generalisation.
  • Make no assumptions about prior knowledge, especially from different subjects/cultural contexts. Even common cultural elements such as Disney characters, pop music or popular games or shows are not universal.
  • Engage a sensitivity reader to review your text if you are writing about cultures or situations outside your lived experience.[5]
Appropriate terminology
  • Identify any outmoded or incorrect terminology and suggest the correct replacement or re-framing.
  • For historical references, if needed insert context, attribution, and/or quotations.
  • Since terminology changes on a regular basis, and acceptability is not universal, do your best to identify and use the best terminology at the time.[5]
Unconscious bias
  • Despite our best intentions, all of us hold some form of bias which are products of socialisation, that is, our past experiences, our cultural environment, media around us and our social community. These biases and assumptions about others can be automatic and often result in unintended thoughts that contract our beliefs.
  • Consciously question your assumptions about others and pay attention to discernible patterns in your thinking. Ask yourself how you know that about the person. Is there evidence from something that actually happened or is it from an internalised stereotype.
  • Consider the possibility of a situational explanation instead of a personal quality. For example, if there is a student in class who is always sleeping in the class, it may not be because they are disrespectful or lazy.
  • Strictly evaluate assignments based on predetermined criteria. Research indicates that when evaluators commit to criteria, then there is considerable reduction in bias.[12]