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Inclusive Language
Guide
Welcome to our Inclusive Language Guide.
Language is constantly evolving, shaped by time, culture, lived experiences, and social change. This guide offers leading practices in a particular moment, recognizing that what is considered inclusive today may shift in the future.
We don’t offer this resource with blame or shame, but rather as a tool to expand your awareness and adaptability in an increasingly diverse and globalized world. Our goal is to help individuals and organizations communicate with greater care, respect, and intentionality, whether supporting colleagues, engaging customers, or promoting more inclusive communities.
This guide is a living resource, reflecting the dynamic nature of language and identity. If you have feedback, suggestions, or updates to share, we’d love to hear from you at learning@feminuity.org.
Let’s keep learning, together.
Purpose of Guide
Copyright © Feminuity | All rights reserved | feminuity.org�
While leading their doctoral research, Dr. Sarah Saska and Dr. Andrea Rowe uncovered significant gaps, biases, and blind spots in emerging innovations, leading to products and services that failed diverse global needs and, at times, even caused harm. They recognized these challenges weren’t just in the innovations but in the workplaces and cultures that created them. To design more inclusive products and services, organizations needed to collaborate across cultures, innovate with agility, and integrate equity into their approach. Determined to close this gap, they turned research into action and founded Feminuity.
Since 2015, we’ve �partnered with �over 200 organizations �across 20 countries.
We enable organizations to solve their most pressing challenges through an equity-driven approach to innovation.
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feminism, n.
an equity-based approach that benefits everyone.
ingenuity, n.
the quality of being clever, inventive, and innovative.
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Table of Contents
These principles guide how we communicate with clarity, care, and respect.
They reflect our shared commitment to accuracy, inclusion, and continuous learning.
When we put them into practice, we help create spaces where people can show up for each other with respect and room to grow together.
Guiding Principles for Language
Language should reflect reality and be accurate. We use language that mirrors the diversity of people’s identities, lived experiences, and actions. We avoid assuming or defaulting to dominant norms. We aim for clarity and precision, using plain and objective language that aligns with the realities of our workplaces and the world.
Guiding Principles for Language
Language should respect people’s identities and experiences. Respect is at the heart of inclusive communication. We honour people by using their chosen names, pronouns, and titles. We also recognize that culture, self-identification, and lived experience are essential parts of dignity and inclusion.
Guiding Principles for Language
Language should prevent erasure and reduce harm. Language carries power. It can uplift or wound, include or erase. We pay attention to words that might exclude, oversimplify, or minimize identities, traditions, or relationships that are often marginalized. We stay mindful of language with discriminatory origins or connotations. We recognize that language can reflect histories of harm, and we choose words that contribute to care and repair.
Guiding Principles for Language
Language should include a diversity of perspectives and support understanding. We consider how our words may be heard, interpreted, or experienced by people with different backgrounds and experiences. We do our best to limit our use of jargon, acronyms, and idioms that may exclude others. We aim to use language that is accessible and inclusive across teams, roles, and contexts.
Guiding Principles for Language
Language should build connection and reflect nuance. Language can highlight nuance or obscure it. It can create distance or connection. We recognize its ability to express complexity, reveal shared values, and help bridge differences. We work to choose words that invite thoughtful dialogue, create space for multiple perspectives, and support accountable, human-centred communication.
Guiding Principles for Language
Language should grow with us. Language is always evolving, and so are we. Language is a practice, not something that will ever be ‘perfect.’ When we get it wrong, we listen, learn, and adjust. We also offer ourselves and each other lots of grace along the way. We commit to continuous learning and adjusting how we communicate in response to emerging insights and community feedback. Paying attention to feedback helps us stay aligned with our values and with the people and communities we aim to serve.
Guiding Principles for Language
Gender Identity, Expression, & Sexuality
Referring to women or girls as females or calling grown women “girls.”
Referring to those who are women as women.
Gender
Using phrases that equate femininity with weakness, such as “she throws like a girl.”
Using phrases that do not equate femininity with weakness.
Calling groups of people “guys.”
Addressing a group of people as “team” or “everyone,” instead of “guys.”
Using gender-specific terms, like “feminine hygiene product.”
Using gender-neutral terms, like “menstrual hygiene product.”
Consider This
It is seldom that we hear a man referred to as a “boy,” but women continue to be called “girls” by many people in the workplace.
Whether intentional or not, calling grown women “girls” isn’t ideal.
Consider This
By using the phrase "menstrual hygiene product," we acknowledge the diverse experiences of all people who menstruate. For example, transgender men, non-binary, and genderqueer individuals can and do menstruate.
Further Learning
Referring to a theoretical person with “he or she.”
Referring to a theoretical person with “they” or using passive voice.
Nonbinary
Using gender-exclusive language when referencing family and loved ones.
Using gender-inclusive language when referencing family and loved ones.
Not including non-binary honorifics.
Including non-binary honorifics, like Mx.
Using phrases that uphold gender as binary.
Avoiding phrases that uphold gender as binary.
Consider This
Avoiding phrases that uphold gender as binary is an important aspect of promoting inclusivity. For example, saying "ladies and gentlemen" can unintentionally alienate or invalidate people who don't see themselves fitting into these categories.
Consider This
Traditional language often assumes specific gender roles within families and relationships, which can exclude the diverse ways people experience and identify their relationships. This is why we say “parent” or “partner” or “sibling” instead of mom/dad or husband/wife or sister/brother.
Further Learning
Emphasizing gender as biological. E.g. “Biological man”
Emphasizing gender as socially constructed. E.g. “Assigned male at birth.”
Transgender
Using outdated language, such as “transgendered” or “transsexual.”
Learning the best way to refer to someone who is trans: “He is a transgender person.”
Using outdated language when talking about medical changes: “They had a sex change.”
Avoiding binaries when discussing medical changes: “Gender affirming process.”
Describing someone using their previous identity, otherwise known as “deadnaming.”
Describing someone only using their current identity.
Consider This
Deadnaming is referring to a transgender or non-binary person by a name they no longer use, typically the one assigned to them at birth. This is considered disrespectful and harmful because it disregards the person's gender identity and can cause emotional distress.
Consider This
Using the term "gender-affirming process" allows for a more inclusive understanding that not all gender experiences fit into the traditional male/female binary, and it recognizes that each person’s journey is unique, whether or not it involves medical changes.
Implying that someone’s gender is a choice or their pronouns are preferred/optional.
Respecting that someone’s identity or pronouns are more than just a “choice.”
Pronouns
Not including your pronouns in introductions when you feel comfortable doing so.
Including your pronouns in introductions if you feel comfortable doing so.
Assuming someone’s pronouns based on how they look.
Not assuming someone’s pronouns and instead using the pronouns they share.
Consider This
You can’t determine someone’s pronouns simply based on their appearance. It’s important to ask and use the pronouns someone provides rather than making assumptions based on visual cues. Keep in mind, not everyone may feel comfortable sharing their pronouns and that’s OK!
Further Learning
Sexuality
Using outdated language that communities do not identify with, such as “homosexual.”
Using the categories that communities have
Self-identified, e.g. “lesbian, gay, bisexual…”
Using phrases that de-legitimize someone’s identity, such as “gay lifestyle.”
Avoiding phrases that de-legitimize someone’s identity.
Using sexualities as metaphors. (This contributes to stigma.)
Never using sexuality as a metaphor, e.g. “That’s so gay!”
Using biased language, such as “straight,” which assumes heterosexuality as the norm.
Avoiding biased language and instead opting for neutral terms, such as “heterosexual.”
Consider This
Using phrases like "gay lifestyle" implies that being gay is a choice or a temporary state, rather than an inherent aspect of who a person is. It perpetuates the false idea that sexual orientation is something that can be changed or "cured."
Further Learning
Parenting & Families
Only saying “mothers who breastfeed.”
Use both chest-feeding and breastfeeding: “Caregivers who chestfeed and/or breastfeed.”
Assuming every child has a mother and a father in their lives.
Recognizing different types of families with terms like guardian and/or caregiver.
Defining people through surrogacy: “She’s a surrogate.”
Putting the person first by saying, “Pregnant persons engaged in a surrogacy agreement.”
Using biased language when referring to adoption, such as “Giving up a child.”
Using more thoughtful language, like “People who are placing a child for adoption.”
Consider This
The term "chestfeeding" is used by some transgender and non-binary people who may not feel comfortable with the term "breastfeeding" but still engage in the practice of feeding their child from their chest. We can use this term to affirm the identities and experiences of all caregivers.
Parenting & Families
Using language such as gay partner or straight partner.
Defining “partner” in expansive and inclusive ways, such as spouses or domestic partners.
Disrespecting non-nuclear families by referring to “blood family.”
Acknowledging chosen families falling outside strict blood or legal affinities: “loved ones.”
Using gender-specific terminology when referring to someone’s family members.
Using gender-inclusive language e.g. nibling, sibling, or spouse instead niece/brother/wife.
Defining family through co-residence or taxation structures.
Referring to family members as loved ones instead of household members.
Consider This
Terms like "sibling," "nibling" (a gender-neutral term for a niece or nephew), or "spouse" are important because they don’t impose a specific gender on the person being referred to. This language recognizes that not everyone identifies with traditional binary terms
Parenting & Families
Assuming pregnant people call themselves women or mothers.
Thinking gender-neutrally about pregnancy and birth e.g. “People who can get pregnant.”
Assuming pregnant people are raising the child themselves: “Childbearing.”
Affirming pregnant people who are helping build another family: “Family-bearing.”
Assuming each child lives in a nuclear family with a married mother and father.
Acknowledging parents who are not partners and children with more than two parents.
Consider This
Families come in many forms and it's important to affirm the role of all caregivers—biological parents, step-parents, co-parents, and others—who contribute to a child's upbringing. Some children may have three or more adults who actively participate in their lives!
Further Learning
Disability
Disability
Using Identity-First language, such as “disabled person,” to describe someone.
Using Person-First Language if you don’t know someone’s preference.
Using descriptors that stigmatize disability, such as “flying blind” or “stepping up.”
Avoiding descriptors that stigmatize disability.
Using phrases that suggest victimhood, such as: “She’s confined to a wheelchair.”
Using phrases that do not imply victimhood, such as: “She uses a wheelchair.”
Using mental health conditions as metaphors.
Avoiding using mental health conditions as metaphors.
Consider This
It’s important to ask whether someone prefers person-first language (“colleague with a disability”) or identify-first language (“disabled person”). This demonstrates respect for their identity and agency.
Consider This
Using mental health conditions as metaphors (“that situation was so crazy/lame”) trivializes and stigmatizes serious conditions that affect many people. It can send an unintended message that these conditions are something to be mocked or dismissed.
Here are some alternatives to common phrases that are not inclusive of people with disabilities:
By being mindful of our words, we can create a welcoming environment for folks of all abilities.
Communicating with Blind or Low Vision People
Being vague when giving directions, such as: “Check the kitchen.”
Being specific when giving directions, such as: “Check the second shelf.”
Not identifying yourself when you enter into a room.
Identifying yourself when you enter into a room.
Be careless and short when bringing attention to potential harm: “Watch out!”
Being mindful when bringing attention to potential harm: “There’s a pothole on your left.”
Neglecting to offer visual cues, such as colour, texture, shape, and landmarks.
Offering visual cues and not assuming they aren’t relevant.
Further Learning
Neurodiversity
Neurodiversity
Using “neurodiverse” to describe individuals.
Using “neurodiverse” for collectives, not individuals. E.g. Neurodiverse teams.
Referring to team members as “normal” or “not normal.”
Using neurodivergent or neurotypical to describe people.
Using language that is othering to describe one’s behaviour, such as “weird” or “freaky.”
Using “typical” or “atypical” to describe behaviour instead of using othering language.
Trivializing neurodivergent conditions by saying things like, “I feel so ADHD today.”
Not using neurodivergent conditions to describe how you’re feeling as a neurotypical person.
Neurodiversity
Describing someone’s condition as high-functioning or low-functioning.
Being specific with challenges and/or diagnoses.
Using possessive forms of language (e.g., "Down's Syndrome")
Using non-possessive forms of language (e.g., "Down Syndrome")
Not being neutral when discussing someone’s condition: “They are afflicted with autism.”
Describing neurodivergent characteristics neutrally: “They are autistic.”
Defining someone through their neurodivergence: “A group of dyslexics...”
Not defining someone by neurodivergence: “A group of people who have dyslexia...”
Consider This
When referring to conditions like Down Syndrome, it's becoming more common to avoid using possessive forms. The possessive form can imply that the person "owns" or is defined by the condition. By making this change, we’re acknowledging that a person is more than their diagnosis.
Consider This
By describing neurodivergent characteristics neutrally, we can avoid making value judgments about someone’s condition. This language choice removes any unnecessary emotional weight or bias, allowing for a more respectful conversation.
Further Learning
Socialized Race and Ethnicity
Socialized Race and Ethnicity
Using stereotypical terms referring to racial groups (e.g. ethnic/exotic or urban/inner city)
Reflecting on any stereotypes you could be using and avoiding them in conversation.
Not being specific when discussing communities of people (“Minorities are…”)
Be specific when discussing communities of people. (e.g. “Latinx/Latine people are…”)
Referring to Indigenous communities as a monolith.
Referring to Indigenous peoples in the plural.
Not capitalizing the “B” in Black.
Capitalizing the “B” in Black.
Socialized Race and Ethnicity
Using non-inclusive language that ignores the diverse experiences within racial groups.
Thinking gender-inclusively about words relating to race.
Not being descriptive and accurate when talking about certain groups of minorities.
Opting for more descriptive and accurate terms instead of “minority.”
Using outdated terms that the community does not identify with.
Prioritizing terms called for by community leaders and advocates.
Reducing someone to their race: “Blacks, Asians, Hispanics…”
Avoiding reducing someone solely to their race.
Socialized Race and Ethnicity
Using microaggressions like implying that brown people are non-citizens.
Avoiding the use of racial microaggressions in your everyday language.
Perpetuating the myth of racelessness (e.g. “I don’t see colour.”)
Acknowledging and addressing racial differences and the realities of racial identities.
Using language about human trafficking and forced labour that does not promote dignity.
Using language about human trafficking and forced labour that promotes dignity.
Reducing someone to their race: “Blacks, Asians, Hispanics…”
Avoiding reducing someone solely to their race.
Socialized Race and Ethnicity
Calling people “mixed race.”
Affirming people who belong to multiple racial/ethnic groups by using “multiracial.”
Using racially-charged language to describe locations, products, or experiences (“ghetto”).
Avoiding racially-charged language to describe locations, products, or experiences.
Using offensive language relating to historically nomadic communities (e.g. “gypsies”).
Avoiding offensive language relating to historically nomadic communities.
Using personal relationships to deflect accountability (“But, my best friend is Black.”)
Not use personal relationships to deflect accountability.
Consider This
We say “Indigenous people(s)” to acknowledge the diversity of the various Indigenous groups, nations, and cultures globally. This choice respects the fact that Indigenous groups are not a homogenous entity.
Consider This
Capitalizing the "B" in Black acknowledges the identity of Black people as a distinct community, not just a descriptor of skin color. This respectful choice mirrors how we capitalize other identities, like "Indigenous," "Asian," or "Latino."
Consider This
Consider This
As language has evolved, "Multiracial" is considered more affirming. It celebrates the diversity within a person’s identity, focusing on the positive aspects of having roots in different racial or ethnic communities, rather than reducing them to an in-between or ambiguous category.
Consider This
Further Learning
Religion, Faith, and Spirituality
Socialized Race and Ethnicity
Equating faith with fundamentalism or narrow-mindedness
Recognizing faith as a diverse and nuanced aspect of human experience.
Framing atheism as a moral failure.
Understanding that just because someone is an atheist does not mean they are immoral.
Using phrases appropriating Hinduism and Buddhism (e.g. “They’re a tech guru.”)
Avoiding appropriating terms relating to Hinduism and Buddhism.
Implying Muslim women are oppressed.
Acknowledging and respecting the agency and diverse experiences of Muslim women.
Socialized Race and Ethnicity
Hyphenating antisemitism.
Using the unhyphenated spelling of antisemitism.
Equating Muslim people or Islam with extremism or terrorism.
Not equating Muslim people or Islam with extremism or terrorism.
Downplaying the harm of the Nazi regime.
Emphasizing the full extent of the atrocities of the Nazi regime.
Policing or invalidating someone’s faith.
Respecting religious freedom and the diversity of ways people practice their religion.
Consider This
The unhyphenated spelling of antisemitism is favoured to dispel the idea that there is an entity “Semitism” which “anti-Semitism” opposes. It should be read as a unified term so that the meaning is clear. At a time of increased violence, there is no room for confusion or obfuscation.
Socialized Race and Ethnicity
Invalidating non-dominant faiths or spirituality. (E.g. “That’s not a real religion.”)
Recognizing and respecting non-dominant faiths or spiritualities
Oversimplifying national identities by equating them with dominant religions.
Not reducing national contexts to their popular religions.
Conflating religion and ethnicity. Not every Indian person is Hindu!
Respecting the boundaries between religion and ethnicity.
Reinforcing stereotypes about religious communities. (“Evangelicals are out of touch.”)
Promoting an accurate and nuanced understanding of religious communities.
Consider This
When we reduce national contexts to their popular religions (“That is a Muslim country,” we ignore the presence of minority faiths and secular communities. This narrow perspective reinforces harmful stereotypes about the people who live there and oversimplifies the nation’s identity.
Socialized Race and Ethnicity
Assuming everyone celebrates dominant holidays or the holidays at all.
Being mindful of Christian-centric attitudes and assumptions in North America.
Not considering that some people abstain from alcohol due to religious beliefs.
Remembering that some people abstain from alcohol in accordance with religious beliefs.
Using religious language you do not understand.
Using religious language with a clear understanding of its meaning and context.
Consider This
Not everyone observes the same holidays due to differing cultural, religious, or personal reasons. (Check out our Holiday Calendar!) And some people don’t celebrate the holidays at all. In fact, the holidays can be a tough time for many and it’s always good to be sensitive to that.
Further Learning
Bodies & Experiences
Bodies & Experiences
Assuming how you move around and operate in the world is the norm.
Avoiding using the word ‘normal,’ or characterising an experience as ‘normal’
Using medicalized or value-judgement terms for body size. E.g. “healthy weight” or “obese.”
Avoiding medicalized or value-judgement terms for body size.
Using incorrect language for height, such as “dwarf.”
Using the correct language for height. E.g. “little person”
Using the term “fat” in ways that reinforce stigma.
Using "fat" as a neutral descriptor, without judgment or assumptions.
Consider This
Workplaces can be exclusionary to fat team members in numerous ways. The design of workspaces is one of the many crucial components of a robust approach to inclusion at work. We wrote about this and more in our latest blog.
Consider This
Fat is not necessarily a “bad” word although people who are fat have different feelings about this word. For some, it’s merely a description of the size of our body. For others, it has become a weapon used to incite shame and worthlessness. Learn more about the weight of this word.
Inclusive Compliments 💌
Try sharing compliments that move beyond appearance, especially those relating to the shape/size of a body (i.e. weight loss).
Food, Eating, and the Workplace
Stigmatizing diets or reinforcing diet culture. E.g. cheat meal, guilty pleasure, eating clean.
Promoting a more inclusive, balanced, and compassionate approach to food and wellness.
Imposing your food preferences on others or judging their food choices
Respecting different perspectives/preferences around food.
Making value judgements on people’s food. E.g. good food/bad food.
Adopting a neutral, accepting, and non-judgmental attitude toward others' food.
Consider This
Have you ever overheard a co-worker talk about how much weight they gained over the winter break or that they can’t eat cheese or they’ll get fat? Casual comments like this about weight can unintentionally contribute to a culture of body shaming and make others feel self-conscious.
Consider This
Consider This
Labelling different types of food as "good" or "bad" imposes moral judgments and is too simplistic. There is no food that is inherently bad; it's about balance and context. Moreover, food serves multiple purposes beyond just nutrition, including pleasure, culture, and social connection.
Further Learning
Age
Age
Using outdated language to describe someone’s age (e.g. elderly)
Using correct language when talking about age (e.g. advanced age or older adults.)
Implying advanced age is undesirable
Affirming the worth and dignity of individuals at all stages of life.
Homogenizing an entire generation of people. (E.g. boomers are so out of touch!)
Valuing the diverse and multifaceted nature of each generation.
Using disrespectful or infantilizing language. E.g. calling grown women “girls”
Use respectful and non-infantilizing descriptors.
Consider This
Have you ever been underestimated or mocked because of your age? Instead of letting age become a barrier, it’s crucial to recognize and value people for what they can bring to the table instead of making assumptions about their fitness based on when they were born.
Further Learning
Stigma Reduction
Stigma Reduction
Using language that stigmatizes people who have been incarcerated (e.g. Ex-con or felon)
Using language that reduces stigma, such as “They were formerly incarcerated.”
Dehumanizing those who use substances or have an addiction (e.g. junkie or addict)
Humanizing those who have an addiction (e.g. someone managing addiction)
Using stereotypes about working class people, such as calling them “lazy” or “poor.”
Challenging common misconceptions about working-class people.
Using terms that criminalize immigrants (e.g. calling someone an illegal alien)
Using respectful and non-stigmatizing language to discuss immigration (“undocumented”)
Consider This
Eurocentric standards regarding dress and hair style/texture are centred in many North American workplaces. People with locs, for example, may face criticism or be perceived as unkempt or less competent, despite their qualifications and performance.
Consider This
Hair historian Lori L. Tharps shares: The modern understanding of locs is that the British, who were fighting Kenyan warriors [during colonialism in the late 19th century], came across the warriors’ locs and found them “dreadful,” thus coining the term “dreadlocks.”
Further Learning
Systems Centred Language
Systems Centred Language
Systems Centered Language (SCL) is a linguistic call to action to always acknowledge and never obscure the social forces that bring about the dehumanization of communities experiencing marginalization. SCL asks that when we discuss how others experience oppression, we recognize that broader structures in society are integral to understanding individual outcomes and circumstances.
What is Systems Centred Language (SCL)?
Systems Centred Language
Calling people experiencing marginalization and under representation “minorities.”
Using SCL such as “groups experiencing marginalization and underrepresentation.”
Ignoring the impact of marginalization on people who are “at risk.”
Acknowledging that people are “at risk” because they experience marginalization.
Attributing disproportionate findings to individual failings.
Acknowledging that disproportionate findings are the signature of the system.
Talking about oppression like it’s something from the past.
Owning the present, current, and the NOW that is oppression.
Consider This
Consider This
People are “at risk” because they have been exposed to harm and/or harmful circumstances. Using SCL, we emphasize that an “at-risk” youth may run away from home, bully other kids, or abuse drugs because they may have been exposed to toxins, crime, and/or violence.
Consider This
People who are vulnerable are more susceptible to harm because their potential is often impeded by dominant groups in society. It’s important that we don’t perceive this vulnerability as personal or group failings, but rather a systemic failure.
Consider This
Disproportionately is an accurate statistical term, indicating a quantity that's too large or small relative to another. However, many wrongly assume those disproportionately impacted are responsible. Stark disparities reflect systemic issues, let's state that clearly.
Consider This
When something is historical, it is by definition in the past, gone. Thus, this term should only be used when the phenomena no longer remains. Many systems of oppression are not a matter of the past because they are happening now. We must clarify this with our language.
Systems Centred Language
Obscuring gruesome violence: “Death of Indigenous children.”
Accurately and clearly identifying violent acts: “Murdered Indigenous children”
Being vague about the heart of the problem: “We are in the midst of civil unrest.”
Naming and speaking the truth of the matter: “We are witnessing anti-Black violence.”
Keeping details about the victim limited: “The shooting of an unarmed Black man.”
Naming the victim: “The shooting of a Black man, father, and community member.”
Neglecting to mention the systems and biases that contribute to tragedies.
Naming the systems and biases that contribute to tragedies.
Consider This
When someone says “I feared for my life” in defence of a violent act against a racialized person, they are not considering the very real possibility that they could be acting in irrational fear due to generations of societal bias and hatred.
Consider This
Dehumanizing Language
Dehumanizing Language
Dehumanizing language is when we use words in a way that makes certain groups seem less human. This kind of language can spread negative views about people who are often pushed to the edges of society, making it seem like they're less important or less human.
This approach has been used for a long time to support unfair treatment, like taking over lands, wars, and even genocide. The main reason for using dehumanizing language is to shape a story that makes these unfair actions seem okay.
People in power, like rulers, writers, news sources, and others, often use this type of language to create a gap between themselves and those who are being treated unfairly. This can lead to the harmful idea that some groups are less worthy of respect and basic human rights, including the right to live.
Dehumanizing Language
Here are three common ways that dehumanizing language can show up:
Further Learning
Inclusive Language in A Global Context
Inclusive Language Around the Globe
Learn from the community
When asking someone about the inclusive language used in their country, make sure to refer to the inclusive language developed by specific communities and advocates. Avoid asking what grammar or style governments and “experts” assert about it as they may not reflect the evolving community knowledge.
Avoid generalization
When learning inclusive language from different cultural contexts, avoid assuming that all countries with the similar root languages use the same terminology. Example: Across Spanish speaking countries, there are many cultural differences that are reflected in unique dialects expressed. Therefore, it is important to not assume that all Spanish speaking countries will use the same terms to define themselves. Each region/community/individual has the right to choose what language resonates with them.
Inclusive Language Around the Globe
Multicultural perspectives
Keep in mind that bicultural identities will share different preferences in contrast to monocultural identities. For example, some people may choose either Latinx and/or Latine. Latine is generally preferred by native Spanish-speakers who live in Spanish-speaking countries because it follows the grammatical and/or oral conventions of Spanish, unlike Latinx. Latinx might be preferred by some bilingual speakers (English and Spanish), as well as English speakers of Latinx/Latine descent living in North American countries like Canada and the United States (US) because it comes from activism and the academy in these regions.
It is essential to remember that when discussing identifiers in cultures that continue to experience the long lasting effects of colonization, the prioritization should never be on the grammatical literacy of a term, but more on the orality and reality of the communities regions we are seeking to represent. Recognizing Spanish as an imported language across North, Central, South America, and the Caribbean is essential to engaging in discourses regarding how people choose to identify and express themselves regarding their relationships to latinidad and cultura. We ultimately recommend that you engage with the communities you are seeking to represent before determining what terminology will be more encapsulating of the unique experiences across the Latinx\Latine diaspora.
Inclusive Language Around the Globe
Gendered language
Gendered language is understood as language that has a bias towards a particular sex, gender, or the gender binary. Gendered language has become a point of contention and evolution across many cultures. Some languages have gender built into their verbs and phrases, for example statements such as “I love you” in Hebrew and “my friend” in Spanish. Although we offer our inclusive language examples in English for the purposes of this guide, it is important to acknowledge and learn about the variety of gendered language that exists and is being remade cross-culturally.
Multiculturally Inclusive Language
It is important to develop cultural sensitivity and awareness when working with a global workplace.
Time Differences
Keep in mind time differences when scheduling calls or collaborating across time zones.
Example: "Good morning" might not be appropriate for everyone on a call.
Place a global clock on your computer or phone to keep track of what time it is for your international team members.
Connecting with Your Coworkers Across Cultures
Take the time to learn about your coworkers based in other countries. What languages do they speak, how is the political situation in their county, how is COVID-19 affecting their country? What are their unique inclusive language concerns and challenges?
Embracing Differences
Take time to learn how to pronounce your coworkers' names correctly if they come from a different culture than your own. Leverage the NameDrop tool to hyperlink the pronunciation of your name in your email signature or website biography. Respect individual differences in religious beliefs, political beliefs, and values.
Decolonizing Language
As we progress as an organization, we will refrain from using the definitions and words shared by the Canadian Government in how we address things like the 60s Scoop, and instead, we’ll use more accurate, decolonized language.
Speaking about Indigenous Communities
Native: avoid using this unless there is a specific reason.
Aboriginal: often used in legal language. But since it carries a lot of association with the government, it does have negative connotations, but not as severely as its predecessor, “Indian.” Do not use “Aboriginal” as a noun, but rather as an adjective, using it as a noun relates to colonial times where it was used as a stereotype and slur. Avoid using this unless there is a specific reason (for example, for sake of continuity or clarity).
“Non-Indigenous”: Use this term judiciously. Casual use can create an “us and them” framing.
Indian: Archaic term with severe negative connotations that should be avoided in most contexts. Consult and reflect before using this term. Only acceptable for members of Indigenous communities that reclaim the term personally.
First Nations: This refers to most, but not all, reserve-based communities in Canada. Technically refers only to those who have “Indian status” under Canadian law. Using “First Nation” is more specific than simply using Indigenous (or Aboriginal) and thus is encouraged, along with identifying the particular First Nation the person is affiliated with, whenever possible. For example, “Leah, a Mi'kmaq First Nation member, is a first-year physics student.”
Speaking about Indigenous Communities
Métis: Broadly described as people with European and Indigenous ancestry, the Métis Peoples are recognized under the Constitution Act,1982, as a distinct Nation in Canada.
Inuit: The third main Indigenous (or Aboriginal) group recognized in Canada. Historically located in the Arctic.
The translation of Inuit is “the people,” and therefore it is redundant to add “people” after it. “Eskimo,” has been used against the Inuit, they consider it a derogatory term and it should never be used.
Indigenous: The preferred term in international usage. However, be as specific as possible to individuals and groups when and where you can, as this is always the most preferred.
Reserve: “Indian reserve” is a legal term within the Canadian government, which means it has negative connotations. Instead, name specific communities and only use the term reserve when necessary for legal or geographical clarity.
Traditional territory: Use this term when referring to lands traditionally held by First Nations. It isn’t necessary to include “ancestral” or “unceded,” as First Nations generally do not use these descriptions themselves. However, certain Nations may use these terms so it is important to understand the terminology each Nation might be using.
Speaking about Indigenous Communities
Totem pole: Poles are characteristics of some, but not all, communities where carving is common. Depending on its purpose, a more accurate reference than “totem” might be to a heraldic (or crest, family), honour, memorial, welcome, shaming or mortuary pole. Some communities who carve “posts” and find it insulting to call these “poles.” When possible, it is a good practice to determine what kind of pole or post is being discussed.
Squaw: A phonetic rendering of an Algonkian word meaning the totality of being female. Historically, the word “squaw” has been misused by non-Algonkian speakers. So, if you are not a native Algonkian speaker, avoid using this term.
Residential Schools: Many members of the Canadian Indigenous community, for example, have been asking that we stop calling these facilities “schools” since they were more akin to prisons, and subjected their “students” to incredible violence and harm. When referencing residential schools, be reflective/critical of how and why you are using the term.
“Why do we need to stop calling them schools? Because schools do not require graveyards.” - Seven Generations Education Institute (SGEI)
Using “Indian” to refer to Indigenous Peoples
The term “Indian” is usually employed to describe the culture, food, politics, etc. of the South Asian country of India. This language has been embraced by the United States Census to refer to Indigenous and/or Native Americans. However, its historical roots as a descriptor for these communities come from a tragic and violent past of colonization by Christopher Columbus who mistakenly thought his boat had arrived in South Asia.
Although some Indigenous Peoples in North America have reclaimed the term “Indian,” it is not appropriate for use as a business standard and should be reserved on a case-by-case basis to honour the personal identities of Indigenous professionals that communicate the term’s significance to them. It should also be noted that the use of the term “Indian” in the Canadian context is very rare and unpopular.
By far, the most inclusive way to refer to Indigenous Communities is by their specific nation or tribe and this should be honoured and encouraged wherever feasible in data collection, such as through a self-report option.
Further Learning
Common Expressions
Nicknames, Pet Names, and Diminutives
Nicknames, pet names, and diminutives at work without consent are inappropriate and violate the foundations of inclusive language. Nicknames, pet names, and diminutives can be subtle forms of domination and harassment. It is important to not impose these types of references on people, especially in the workplace, as well as calling in other people that engage in this type of behavior that crosses boundaries and shows disrespect.
Examples of how Nicknames, Pet names, and Diminutives can cause harm:
Workplace Expressions
Using “master copy” to describe an authoritative source.
Using neutral phrasing, such as “replica/source” to describe relationships.
Using the phrase “brown bag sessions.”
Using the phrase “lunch and learns.”
Referring to lists as “black” or “white.”
Using neutral phrasing to describe a list, such as “deny” or “allow.”
Using phrases that have colonial contexts, such as “land and expand.”
Using more thoughtful language, such as “deepening partnerships.”
Workplace Expressions
Referring to a potential hire as a “culture fit.”
Referring to a potential hire as a “culture add.”
Referring to someone as a Native English speaker.
Referring to someone as a fluent English speaker.
Saying someone was grandfathered in.
Saying someone is a legacy.
In English, many idioms have arisen regionally, so an Australian idiom may not be understood by a Canadian even if English is their first language. Moreover, an idiom may have originated in a time or place when/where local values were very different. A useful idiom from many years ago can be interpreted as vile today and should be removed from your lexicon if you want to build open and inclusive communications. Here are a few phrases with troubling origins:
Sold Down the River: This phrase has its roots in slavery. People who enslaved and trafficked Black people often separated male slaves from their kin and shipped them down the Mississippi to slave auctions. �
Peanut Gallery: Refers to the cheapest seats in the theatre, often high up and at the back. Theatres were segregated and the second gallery seats were filled by Black audience members, who would express their displeasure by throwing peanuts.�
Going Postal: This expression comes from a series of violent events at United States Postal Service facilities. It makes light of an employee becoming extremely and uncontrollably angry in a workplace environment (often resorting to shooting fellow employees or supervisors) and is often used pejoratively in connection with potential mental health issues.
Consider Origins
Wearing the pants in the family/relationship: This phrase dates back to the mid-15th century when men wore breeches (pants) and women wore skirts or dresses. The phrase has always been inherently sexist. If someone says that the woman wears the pants in a relationship with a man, the implication is that the man is weak and submissive and the woman is domineering and strong.
Selling Ice to Eskimos: The phrase suggests that a person is extremely good at their job. So good, in fact, that they can overcome the good sense of their customers and convince them to buy something that is already available free of charge. It’s not always a compliment, in that the phrase has been used to describe confident tricksters. However, the largest problem with this phrase is that it uses the word eskimo. “Eskimo” is no longer an acceptable term for the Indigenous peoples from Arctic regions.
Always a bridesmaid, never a bride: This phrase comes from a more superstitious time when people believed that a bridesmaid who served three or more times would never marry. Marriage was a path to freedom and financial stability, so there was a stigma for unmarried woman. Today, it is most often used to describe someone who is never the most important person in a particular situation. Regardless, the rationale for the original phrase no longer exists so it is past time to remove this phrase from our lexicon.
Consider Origins
Call a spade a spade: During the Harlem Renaissance in the 1920s, Black authors began to use “spade” as code for Black folk. Moreover, the connection between cards and the phrase grew stronger as the phrase “black as the ace of spades” became common. From that point “spade” had become racialized and was used by white Americans as a derogatory term for Black people, particularly men.
Cakewalk: The Antebellum South spawned an inordinate number of idioms, among them “cakewalk”, “piece of cake”, and “takes the cake.” Today, we use these phrases to describe a task that is easily done, but they come from a time when enslaved people competed for a highly decorated cake by dancing for their owners and other white spectators.
To delve deeper into the nuances of language and its impact, review our Directed Swearing Guide and resource, Mind Your F*cking Language: A Guide to Swearing with Intention at Work.
Consider Origins
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