Use inclusive language
The language we use shapes our culture. Inclusive language celebrates diversity and is respectful to all people.
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Use names not labels
Use names not labels
An individual’s preferred language should be honoured.
Talk with the student, the student’s whānau, team and community about preferred terms.
Avoids phrases and words that may make people feel excluded and under-valued.
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Use language to respect and celebrate diversity
Use language to respect and celebrate diversity
Use inclusive language to support diversity and challenge stereotypes, biases and discrimination.
An individual’s preferred language may differ from the following guide and should be honoured.
- Identify people as individuals. For example, use “student" instead of "blind student" or use a student’s name rather than “down syndrome student”.
- If a group membership is relevant, emphasise individuality first and avoid language that stereotypes or defines them by their disability, gender, race, ethnicity, culture, socioeconomic status or membership in a particular group.
- Reframe deficit group labels to focus on positive actions and support. For example, “literacy acceleration”, “strengthening hauora and wellbeing ” or “multilingual” rather than “target”, “at risk” or ”ESOL” students.
- Embrace gender neutral and inclusive language. For example, use “parent” rather than “mother, father”, use “welcome friends and whānau” or “Hi everyone”.
Use anti-racist language and pronounce Māori correctly
Use anti-racist language and pronounce Māori correctly
“By being intentional about the words we use (and don't use), we play a small part in breaking the cycle of systemic racism.” Source: Anti-racist language guide - (University of Arizona).
Finnian Galbraith, year 11 student at Kāpiti College, talks about the importance of pronouncing Māori words correctly.
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Review and develop inclusive language
Review and develop inclusive language
The language we use shapes our culture, expectations, and influences our actions.
Develop shared expectations for positive and inclusive language in all parts of the school.
- Consider the language and terminology you currently use to identify students and discuss their progress, needs, and supports.
- Reflect on whether the current language is respectful, accurate, useful, supports high expectations, and aligns with values and beliefs.
- Check for deficit identifiers that lower expectations, affirm stereotypes or are discriminatory.
- Ask students and whānau for feedback.
- Refine and adopt agreed language and terminology.
Recognise the impact of words
Recognise the impact of words
A group of young people describe some of the questions they have been asked. Here are their responses.
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Useful resources
Useful resources
Te Reo Hāpai – The language of enrichment
A glossary of new words in te reo Māori related to the mental health, addiction, and disability sectors.
Publisher: Te Pou o te Whakaaro Nui
Enhancing staff capability at Newtown School
Newtown School shows their commitment to being “everybody’s school”.
Publisher: Education Gazette
Bias-free language
Guidelines for writing about people without bias. Provides examples.
Publisher: American Psychological Society
Next steps
More suggestions for implementing the strategy “Leading with moral purpose”:
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Current page Use inclusive language
Return to the guide “Leading schools that include all learners ”
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How to use this site
Guide to Index of the guide: Leading inclusive schools
Understand:
Strategies for action:
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Leading with moral purposeShow suggestions for Leading with moral purpose
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Strategically resourcing for inclusive practicesShow suggestions for Strategically resourcing for inclusive practices
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Leading learning to support inclusive practicesShow suggestions for Leading learning to support inclusive practices
