Inclusive interactions
The University strategy states that the institution ‘will foster an inclusive culture where all feel able to be their authentic selves, and where prejudice and discrimination are robustly challenged.’
University Strategy, 2022-27
When engaging in academic discussions and when interacting in teaching settings, we should all be mindful that we each hold biases and prejudices, and that we should seek to understand the perspective of others. We should always formulate and express our ideas thoughtfully and respectfully. The resources below provide an opportunity to engage in self-reflection and education.
Pronoun guidance
For a lot of people, a personal pronoun (e.g., he, she, they) is something that can be taken for granted. However, for a growing proportion of the community, there is a heightened level of awareness of the pronoun which represents them.
The University has developed Pronoun and Gender-Inclusive Language Guidance and a short training video (University authentication required). This guidance is designed to equip staff and students with a basic understanding of the importance of adopting an inclusive approach towards gendered language and the use of pronouns within the University community. The video includes information on:
- gender identity
- pronouns
- gender-inclusive language in practice
- what to do when things go wrong
- where to find further support and information
Understanding terminology related to racism
Staff and students are encouraged to engage with the Advance HE Race Literacy Glossary, which provides definitions of terms that are commonly used in discussions related to race/ethnicity and racism, such as institutional racism, white fragility and microaggressions.
The University of St Andrews’ library compiled an anti-racism resource list in April 2020 and continues to update the resource list regularly. The resource list contains books tackling racism and white supremacy by a range of authors, including Reni Eddo-Lodge, Ijeoma Oluo and Layla F Saad. The University’s School of Modern Languages has also compiled a resource list entitled “Anti-racism, black lives matter and decolonisation beyond the English-speaking world”.
Charter for responsible debate
The Royal Society of Edinburgh’s Young Academy Charter for Responsible debate: discussing contentious issues with common purpose promotes debate that is informed, respectful and inclusive. The nine principles are intended to encourage ways of discussing controversial topics and contentious issues constructively to achieve common understanding and a sense of shared purpose:
Informed
- Aim for accuracy and base your contributions on evidence and experience.
- Talk to people with different beliefs, experiences, perspectives and backgrounds.
- Be honest in how you communicate, and speak with conviction for what you believe.
Respectful
- Listen carefully, open-mindedly, and with empathy.
- Use emotional language judiciously, avoiding disrespectful or inflammatory language.
- Show appreciation for good points made by others, acknowledging when they change your mind.
Inclusive
- Communicate in ways that unite rather than divide.
- Try to address imbalances in power, knowledge and accessibility.
- Seek to identify common ground and shared purposes.
Academic freedom
Universities have a special role in promoting and encouraging vigorous debate, free speech and freedom of enquiry within the law. Protection of academic freedom recognises that academic staff have the right to explore unpopular or controversial subjects and opinions in their teaching, even though students may find them challenging or unpalatable. Academic staff must, however, ensure that their teaching delivery does not discriminate against, or cause harassment of, any student on the grounds of their legally protected characteristics.
The Equality and Human Rights Commission’s Freedom of expression: a guide for higher education providers and students’ unions in England and Wales describes some of the relevant frameworks related to freedom of expression, specifically in universities and other higher education environments.
‘Brave space’ principles
A ‘brave space’ can be defined as a community space where different points on a journey of learning and growing are acknowledged. By engaging in critical dialogue, conscious questioning and active listening, participants engage with others who might hold different viewpoints or perspectives. The primary assumption is that everyone speaks with the positive intent of seeking greater knowledge and understanding.
A description of how to employ brave spaces has been provided by Kings College London and the University of Maryland. The University’s Head of Wellbeing and Mediation recommends the use of brave space principles when communicating with one another, particularly about potentially sensitive and contentious content, and the University’s Mediation Service can provide support for engaging in challenging conversation.
Report & Support
The University has a zero-tolerance approach to any form of bullying, harassment, discrimination and sexual violence, and all members of the University community are encouraged to report such instances via the University’s Report & Support system. The Report & Support website also contains a wealth of information and support information.