{"id":56,"date":"2023-12-04T10:21:05","date_gmt":"2023-12-04T15:21:05","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/dcbiol2200\/chapter\/inclusive-language-guide\/"},"modified":"2023-12-04T10:39:36","modified_gmt":"2023-12-04T15:39:36","slug":"inclusive-language-guide","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/dcbiol2200\/chapter\/inclusive-language-guide\/","title":{"raw":"Inclusive Language Guide - Communication in HealthCare, Science, Education and the Workplace","rendered":"Inclusive Language Guide – Communication in HealthCare, Science, Education and the Workplace"},"content":{"raw":"\n

Communication in HealthCare, Science, Education and the Workplace<\/h1>\n

Inclusive Language Guide for <\/strong>Authors<\/strong>, Teachers, and Students<\/strong> <\/strong><\/h2>\n

Table of Contents<\/strong><\/h3>\n
    \n \t
  1. Guidelines for Using Inclusive Language in Higher Education and the Workplace<\/li>\n \t
  2. Diversity in Science<\/li>\n \t
  3. Goal of this Language Guide<\/li>\n \t
  4. Indigenous Land Acknowledgement<\/li>\n \t
  5. Canadian Human Rights Act<\/li>\n \t
  6. Discrimination, Prejudice, Bully, Stereotypes, and Microaggressions<\/li>\n \t
  7. Person-First Language and Identity-First Language<\/li>\n \t
  8. Biological Sex and Gender Identity:<\/li>\n \t
  9. Privacy and Human Rights<\/li>\n \t
  10. Sexual Identity and Sexual Orientation<\/li>\n \t
  11. Labeling<\/li>\n \t
  12. Marital Status and English Honorifics (Titles and Terms of Address)<\/li>\n \t
  13. Gendered Diseases and Procedures:<\/li>\n \t
  14. Midwives and Doulas<\/li>\n \t
  15. Ageism<\/li>\n \t
  16. Ableism<\/li>\n \t
  17. Body Shape Discrimination and Body Shaming<\/li>\n \t
  18. Skin colour, Ethnicity, Place of Origin, and Immigration\/Refugee Status<\/li>\n \t
  19. Mitigation of Bias in the Workplace and Community at Large<\/li>\n<\/ol>\n
    \n

    Guidelines for Using Inclusive Language in Higher Education and in the Workplace<\/strong><\/h3>\n \n\n<\/header>\n
    \n\nCommunication in healthcare and science education is critical in order to convey ideas and thoughts. Inclusive language is part of the backbone for the effective sharing of ideas, knowledge, and sentiments especially in science education and healthcare settings. (Canfield and Menezes).  In the context of this pathology resource, the goal is to update many of the historical words that describe human anatomy, various conditions and pathologies, and indeed people in general, that are outdated and\/or are derogatory.  It is critically necessary to adopt language that not only better reflects current scientific knowledge but that is also both acceptable and not hurtful to individuals or groups of people.  Use of inclusive language is respectful, and free from stereotypes, prejudices, and phrasing that either intentionally or unintentionally promotes the discrimination or exclusion of others.\n

    Diversity in Science<\/strong><\/h3>\nIt is important to provide safe and welcoming spaces to all people in all realms of our society.  It is obvious that ideas and contributions from a diverse group of people is beneficial to the workplace, to the community and to science in general.  Diversity produces better science (Nature), creativity, innovation, and makes for a better world to live in.  Therefore, diversity should always be promoted, encouraged, and celebrated!  This requires having an open and accepting mindset, the willingness to broaden world views, and accept the responsibility to educate ourselves - Just like in science!  This guide will give you an introduction to some important terms used in science that can sometimes be exclusive, misleading, or incorrect and provide you with alternate words and perspectives to view other people, cultures, and science.\n

    Goal of this Language Guide <\/strong><\/h3>\nThe goal of this guide is to serve as a reference for the authors writing the book, for the teachers and professors using this book in their classrooms, and for the students who are learning about pathophysiology as well as future career paths.  After reading this guide, users will be able to communicate what they have learned about human pathophysiology in an inclusive and culturally sensitive way.  Additionally, readers should have increased courage in becoming advocates for inclusion, as well as have an increased curiousity in learning more about inclusive language in all walks of life.  Although this inclusive language guide is not exhaustive, it is meant to be a starting point.\n

    This Guide is a Living Document and is subject to Revisions and Improvements <\/strong><\/h3>\nNote:<\/em><\/strong> As culture changes, language changes as well. Therefore, this guide will be reviewed periodically to ensure the appropriate and correct terms are included and changed as needed.  Please note, some of the preferential terms used in this guide are based primarily on Canadian culture and may be different in other countries.<\/em>\n\n<\/div>\n<\/div>\n \n

    Indigenous Land Acknowledgement <\/strong><\/h3>\nThis inclusive language guide was written and edited on the traditional, ancestral, and unceded territory of the Syilx Okanagan Nation, in Kelowna, BC, Canada.  It is important to recognize that Indigenous nations were the original caretakers on this land and have been subjected to historical injustices.  These injustices included mistreatment within the education system which involved forced residential schooling and a push for assimilation and distancing from traditional language and culture.  It is important to become allies and support Indigenous Peoples, by listening and adopting the words they would like you to use to describe themselves or other aspects of their life and culture, which can differ from one region to the next.\n\nIt is important to acknowledge that we are all very fortunate to live, work, and play on these lands and should remain steadfastly committed to take care of these lands for future generations.  Additionally, we must work hard to uphold the Truth and Reconciliation process in Canada.  Spread the knowledge you gain from this guide and the rest of the textbook to ensure inclusion and equality for the Peoples of the territory or Nation that you are teaching, learning or writing from.  No matter where you are across the globe, you can find the name of the Indigenous land you occupy using https:\/\/native-land.ca\/<\/a>.  It is important to ensure there is inclusion and equality for all and most importantly for those that have been traditionally overlooked and mistreated, which include the Indigenous Peoples of North America.\n
    \n

    Canadian Human Rights Act<\/strong><\/h3>\nThe Canadian Human Rights Act prohibits a person being discriminated against based on \u201crace, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, genetic characteristics, disability and conviction for an offence for which a pardon has been granted or in respect of which a record suspension has been ordered\u201d.  The BC Human Rights Code additionally protects individuals from being discriminated on based on colour, place of origin, political beliefs, and physical or mental disability (BC Public Service).\n

    <\/h3>\n<\/div>\n \n
    \n

    Discrimination, Prejudice, Bullying, Stereotypes, and Microaggressions:<\/strong><\/h3>\nAt times discrimination, prejudice, bullying, and use of disrespectful language is obvious and should certainly be avoided, and neither be encouraged nor tolerated within the classroom or workspace.  Bullying and harassment need to be reported and dealt appropriately with, at each institution.  At other times, phrases that are seemingly more subtle can also be hurtful. In these instances, the use of certain words, tones, veiled sentiments, connotations, innuendos, and conveying of inappropriate assumptions about people are considered microaggressions.  Most of the time, microaggressions are used blindly, due to the unconscious biases, that all humans can have based on the societal backgrounds in which they were raised.  This means that one may not even know the effect their words have on another individual.  Without intervening when derogatory and exclusive language is used, it becomes normalized and contributes to the normalized and stigmatized culture we live in.  Oftentimes, microaggressions are often rooted in historical or current prejudices and stigmas that are not necessarily true for the general population that has been targeted.  Most often, microaggressions, discrimination, and prejudices are directed against minorities and the most vulnerable within the population.\n
    Discrimination:  <\/strong>The act of poor treatment due to a prejudiced view point (e.g. racial discrimination)<\/h5>\n
    Prejudice:  <\/strong>An unwarranted, negative opinion\/judgement\/attitude toward an individual or groups of individuals that is based on skin colour, religion, sexual orientation, etc.<\/h5>\n
    Bullying:  <\/strong>The mistreatment and\/or abuse of someone that is vulnerable, by someone (or a group of people) that hold more power.<\/h5>\n
    Stereotypes:  <\/strong>The inappropriate, and often generalized beliefs about a person based on a specific characteristic (e.g. their appearance, their voice, their place of origin, their religion, their biological sex).  Stereotypes can exist about many members of our society: different ethnic groups, teenagers, mother-in-laws, older adults, etc..   It is important to reflect on how stereotypes can lead to inappropriate treatment of individuals.<\/h5>\n
    Microaggressions:  <\/strong>Subtle comments or actions that either intentionally or unintentionally express a prejudiced attitude.<\/h5>\n
    Examples of Microaggressions: <\/strong><\/h5>\n