• Section 1 - Purpose 
• Section 2 - Application and Scope
• Section 3 - General Principles
• Section 4 - Types of Inclusive Language
• Gender Neutral and Inclusive LGBTIQ+ Terms
• Cultural Diversity
• Aboriginal and Torres Strait Islander Peoples
• Persons with a Disability
• Section 5 -  Roles and Responsibilities
• Section 6 - Definitions

Section 1 - Purpose 

(1) The purpose of this document is to provide guidelines for inclusive language at the University of Wollongong (the University). This guideline and its supporting fact sheets are intended to support staff and students to use language that is inclusive, person-centered, and free from demeaning inferences, stigma, and negative stereotypes.

Section 2 - Application and Scope

(2) These Guidelines apply to:

1. staff of the University; 
2. persons who hold honorary appointments and academic visitors to the University;
3. students at the University unless otherwise stated; and
4. affiliates including third parties, contractors, and consultants.

(3) These Guidelines do not apply to:

1. other entities controlled by the University; and
2. staff employed at campuses of the University outside of Australia.

Section 3 - General Principles

(4) This Guideline and its supporting fact-sheets state the principles and actions required to ensure that the University:

1. Acknowledges that language can be reflective of community values, knowledge and personal experiences and it is, therefore, an expression of diversity.
2. Will not tolerate the use of discriminatory or offensive language. Discriminatory Language is unlawful under State and Federal legislation.
3. Promotes an inclusive campus culture that is respectful to staff, students, and the wider community;
4. Acknowledges that the use of language can contribute to positive and negative situations that staff and students experience. The use of inclusive language is paramount in respecting people’s diversity and being considerate to students and colleagues.
5. Respects that diversity is critical to supporting a harmonious environment within all work, teaching and learning, research, and social activities.
6. Ensures that all communications, written, visual and oral, are inclusive in nature, which means all communications should:
   1. avoid images, expressions, or language constructions that reinforce inappropriate, demeaning, or discriminatory attitudes or assumptions about persons or groups based on age, race, nationality, refugee or asylum seeker status, sex, sexual orientation, transgender status, marital status, political conviction, religious belief, ability or disability, family, or carer status.
   2. use images, expressions and language constructions that positively reflect the social and cultural diversity of the University and its community, in acknowledging the range of lived experiences and values. 

Section 4 - Types of Inclusive Language

Gender Neutral and Inclusive LGBTIQ+ Terms

(5) Language is often used to reinforce the perceived superior position of one gender over another. Historically, the bias has been expressed in favour of men and discriminated against women. Any language that discriminates against a person based on gender is regarded as sexist.

(6) Sex, gender identity, gender expression and sexuality are all distinct characteristics. Sex relates to a person’s physical form, which can be female, male, or intersex. Gender identity is an innate personal and social identity, which underpins how we relate to others and links into assumptions about behaviour. Gender expression is how an individual expresses and communicates their gender identity. Sexuality refers to who people are intimately attracted to.

(7) It is important to avoid stereotypes based on sex, sexuality, or gender. A person’s sex, sexuality and gender identity are important parts of who they are, but do not define who they are. Any attempt to reduce a person to a single characteristic of their identity is likely to cause offence. Refer to Gender, Sex and Sexuality (LGBTIQ+) - Inclusive Language Practice

Cultural Diversity

(8) Australia’s diverse population consists of individuals from differing cultural, racial, linguistic, and ethnic backgrounds. Language has a dominant role in the expression of all individuals and groups in society. This can lead to negative group relations and conflicts due to the misuse and labelling of populations.

(9) There are several ways in which language can be used to foster an inclusive and respectful environment. Refer to Race, Ethnicity and Culture - Inclusive Language Practice

Aboriginal and Torres Strait Islander Peoples

(10) Aboriginal and Torres Strait Islander peoples are the First Nations people of Australia. Language is often used negatively in a stereotypical sense to describe Aboriginal and Torres Strait Islander peoples and do not emulate the collective groups and individual names that Aboriginal and Torres Strait Islander peoples prefer.

(11) It is imperative to show respect to Aboriginal and Torres Strait Islander peoples by ensuring that the terms ‘Indigenous’ and ‘Aboriginal and Torres Strait Islanders’ are always capitalised, and they should never be abbreviated.

(12) Many Aboriginal and Torres Strait Islander groups identify themselves through their own language using local terms, for example, the term Koori is used in parts of south-eastern Australia. Aboriginal people may also identify themselves through the language group, for example, Dharawal or Yuin.

(13) Such terms should be used to establish and maintain positive relations and networks with Aboriginal and Torres Strait Islander peoples. Refer to the ‘You can’t say that (but consider this)’ booklet for more information.

Persons with a Disability

(14) Language about disability or ability has often been used to emphasise the disability rather than the person and their unique qualities. The use of such language can have a profound effect on the way people with a disability are viewed by the community and themselves.

(15) Portraying people with a disability using discriminatory language marginalises and depersonalises the individual by focusing on the disability rather than the person and perpetuates inaccurate stereotypes or stigmas.

(16) Not all disabilities are visible, and not all people with a disability will be comfortable speaking openly about it.

(17) It is vital to focus on the individual and not the disability. This ‘person-first’ language is based on the principle that a disability is only one characteristic of the person, rather than an all-encompassing definition. Refer to Disability - Inclusive Language Practices.

Section 5 -  Roles and Responsibilities

(18) All staff and students have a responsibility:

1. For their personal use of language, including how they use language in research, in policy, in teaching, and in learning contexts.
2. to ensure that reasonable members of our community do not perceive what we say as being discriminatory, ableist, stigmatised, sexist, racist, homophobic, or otherwise offensive.
3. to report deliberate and blatant misuse of language that is offensive or discriminatory, through the complaints management centre where necessary. Refer to Complaints Management Policy and the Anti-Racism and Cultural Safety Policy.

Section 6 - Definitions

(19) Not Available.