Language conveys powerful messages about attitudes and values. These messages can be positive or negative; subtle or obvious; and be inclusive or exclusive of groups and individuals. With care, language can be non-discriminatory, convey unambiguous messages and be fully inclusive. Use of non-discriminatory language is both enshrined in legislation and part of the Department of Education's commitment to inclusion and diversity.
"Linguistic discrimination can take various forms that may marginalise or exclude particular segments of the population – whether unwittingly or not. Stereotypical description of any group of people or a member of an identifiable group is probably the most insidious. When referring to an individual, that person's sex, religion, nationality, racial group, age or physical or mental characteristics should only be mentioned if this information is pertinent to the discussion. Similarly, any group characteristics should be applied with care."2
Particular terms gain and lose currency over time. For example, the terms heterosexual, homosexual, gay, lesbian and bisexual are now commonly accepted in general usage and within many legal documents to describe the range of sexual and emotional attraction that individuals feel towards other people.
There are advantages and disadvantages in using specific terms and particular labels can be affirming, liberating or restrictive depending on context and intent.
For example, sometimes acronyms such as GLBTI are applied to group together gay, lesbian, bisexual, transgender and intersex people. This may have advocacy or other benefits but must be used with sensitivity as it can perpetuate stereotypes and discriminatory practice by either implying common experiences of discrimination or invoking unhelpful comparisons.
Efforts to be gender or sex-neutral where appropriate and manageable in language can avoid heterosexual bias and help to make all people feel included.
2. Australian Government Publishing Service, Australian Style Guide, 2006, p. 22
Medical and health care
Supportive school communities
Introduction