Non-inclusivity can occur intentionally, but more frequently it is a result of ingrained cultural and social conventions that may be followed without a conscious awareness of the negative impact that they are having. Inclusive language and presentation positively reflects the richness of the social and cultural diversity of Australian society and the USQ community by acknowledging the lifestyles, experiences and values of a wide diversity of people. Inclusive language is more appropriate than its alternatives because it avoids false assumptions about people regardless of their gender, marital status, ethnicity, disability, and age, thereby permitting inclusive discourse. Discrimination can inhibit or prevent the achievement of the highest quality education for all students, and of equal opportunity for all employees, by demeaning, offending or stereotyping groups of students and employees. Inclusive Curriculum For academic staff, a consideration of inclusivity in its broadest sense includes an assurance of inclusive curriculum and non-discriminatory teaching practices.
Inclusive curriculum avoids bias in both the content and the presentation of the curriculum.
In essence, inclusivity is a necessary prerequisite to good teaching. Developed by the Inclusivity Policy Working Party of the Student Equity Committee, USQ - February 1998 Acknowledgments his document has borrowed heavily from the papers listed below. A guide to inclusive language and presentation for staff and students, QUT Equity Section, Brisbane.