Glossary of terms relating to diversity and inclusion

Poth (2024) notes that, in mixed methods research, the words scholars choose shape the inclusivity and atmosphere of their professional spaces. A similar principle applies in teacher education, where a shared language, when addressing diversity,  is essential to ensure that terms are understood and interpreted consistently. Developing a shared critical language is therefore necessary in education (Cochran-Smith, 2024).

This glossary provides a carefully curated collection of terms and concepts frequently used in the context of diversity and inclusion, organized into four categories: general terms, SOGIESC (Sexual Orientation, Gender Identity & Expression, and Sex Characteristics), ethnic-cultural terms, and functional limitations. Examples include discrimination, equality, equity, ethnicity, and disability.

This Dutch edition translates and adapts the ‘Glossary of Terms’ originally developed by YUFE Diversity & Inclusivity to the Flemish cultural and linguistic context. It also incorporates input from diverse stakeholders and additional glossaries, ensuring that it is both well-informed and contextually relevant.

The glossary is designed for broad educational use and can be used within teacher education. It helps establish a shared language within an institution, creating a common foundation for inclusive dialogue and practice. By raising awareness of how terms impact relationships, the glossary becomes a practical tool for cultivating inclusive, equitable, and respectful learning environments.

Creators: Team Diversity & Inclusion of UAntwerp
Affiliation: University of Antwerp

Access to the resource (Dutch): link
Access to the resource (English): link

References
Cochran-Smith, M. (2000). Blind Vision: Unlearning Racism in Teacher Education. Harvard Educational Review, 70 (2), 157–190. https://doi.org/10.17763/haer.70.2.e77x215054558564
Poth, C. N. (2024). Fostering Equity and Diversity Through Essential Mixed Methods Research Inclusive Language Practices. Journal Of Mixed Methods Research, 18(2), 110–114. https://doi.org/10.1177/15586898241238875

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