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Why the only future worth building includes everyone | Pope Francis

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(Turn on subtitles, available in more than 20 languages, using the CC button in the bottom right of your screen.) A single individual is enough for hope to exist, and that individual can be you, says His Holiness Pope Francis in this searing TED Talk delivered directly from Vatican City.

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Taking the lessons learned from version 2, and applying them to sexuality in a more meaningful way, here's my best rendition of the genderbread person yet.

If you want to see a more in-depth explanation using the first version of this graphic I made, check out my post Breaking through the binary: Gender explained using continuums.
Someone pointed out that I hadn't shared this here yet, even though it's been out for awhile. I am in disbelief about how long it's taken me to get this up on the site. I really don't know what happened - time flies? I created the first iteration of my version 3 of the genderbread person when I published my book back in 2013.
I've posted it on Facebook, it's been translated a few times, it's even been Santafied, and don't have much of an explanation to share for why I've neglected to share it here. But... here it is! Sorry? Sorry.

What's new?

There are two big differences from v2 to the most recent v3: separating romantic & sexual attraction, and the labeling of the continua. I'm also sharing it here with a more simplified version that I encourage folks to use for Powerpoints or to supplement any articles they're writing, where the additional verbiage isn't necessary.

Separating romantic and sexual attraction is a more accurate way of describing some of the ways we all experience attraction (or don't), and it's also an effort to make the graphic more inclusive of asexual folks. Check out this great article on Asexuality.org about sexual and romantic attraction if you'd like to read more.

Labels have always been one of the toughest parts of of the genderbread person, because in my versions I'm trying to simultaneously reinforce folks current understandings (or former, or problematic) of gender, while expanding and building upon their understanding, enhancing it, and making it a more honest depiction of the ways we all actually experience gender. Using the language that reinforces problematic and limiting understandings of gender as a means to expand understanding feels a lot like using the master's tools to deconstruct the master's house, and in this version I'm trying to get away from as much language as possible.

Here's a testament to that "less language is better" sentiment, a more Powerpoint-friendly version you're welcome to use:

What's the same?

It's still totally uncopyrighted and yours to use however you'd like. No need to ask for permission.

It's still based on the deconstruction of gender into identity, expression, and sex, building on my second and first versions of the genderbread person, which are my spin on the model that's been around for a couple decades, which was based on the work of feminists from the past century.

And it's still, I hope, as adorable as ever.

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The Genderbread Person v3 - It's Pronounced Metrosexual

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Taking the lessons learned from version 2, and applying them to sexuality in a more meaningful way, here's my best rendition of the genderbread person yet. If you want to see a more in-depth explanation using the first version of this graphic I made, check out my post Breaking through the binary: Gender explained using continuums.Someone pointed out that I hadn't shared this here yet, even though it's been out for awhile.

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Language is a powerful tool for communicating inclusivity or discrimination. Language is not neutral. It is closely tied to the personality of the communicator and the culture and society in which it is used.

Inclusive communication that respects and includes all communities is free from sexist, racist or other discriminatory language. It does not inadvertently exclude groups and it avoids stereotyping, loaded words and patronizing descriptors.

Preferred terms change as language evolves. People's views differ in terms of values, preferences and practices, and writers should be sensitive to these differences. There are no right answers to the use of some contested words. Where there are conflicting preferences, the terms used in Canadian law are acceptable.

It is important to consult regularly about language. Often different people prefer to be described in different ways. If possible, ask people for their preferred descriptors and honour individual preferences.

For further information, see the UVic Equity Office website: web.uvic.ca/equity/.

5.1 Guiding principles

In all references, be guided by the preference of those concerned if possible.

Remember that there is a difference between in-group and out-group naming. For example, a person may have reclaimed a once derogatory term and may use this term to refer to himself or herself; however, the same term may offend when used by someone from outside that community.

Avoid stereotyping descriptors.

Avoid making distinctions on the basis of physical attributes, including age, unless these are necessary in the context.

Avoid using offensive language or assuming that all meaning and intentions will be understood.

5.2 Indigenous Peoples

In all references, be guided by the preference of those concerned if possible.

Capitalize terms referring to a specific Aboriginal ethnic group.

Aboriginal Peoples, First Nations, First Peoples, Indigenous, Inuit, Métis
Aboriginal art
Indigenous communities

Some preferred terms at UVic: Indigenous, Aboriginal, First Nations, Métis, Inuit.

"Indigenous" is preferred as being more reflective of the recognition of a wider global community. "Indigenous" and "Original Peoples" are used for a more "global" acknowledgement.

Indigenous governance
Indigenous working group for the United Nations
Indigenous Peoples of North America

"Aboriginal" is used in legislation to refer to Aboriginal Peoples of Canada. It is legally inclusive of Métis, First Nations and Inuit. The Federal Contractors Program identifies Aboriginal Peoples as one of the designated groups for employment equity.

Although the constitution uses the distinctions "status" and "non-status," these two terms are highly contested and not preferred.

"First Nations" typically refers to those peoples who are "status," usually have membership with a band, nation or treaty group and generally have a card from the government, but use of the term in this narrow sense-rather than in a more general sense-is contested as well.

The singular of "Inuit" is "Inuk," and their language is Inuktitut. The Inuit of the western Arctic call themselves Inuvialuit.

Some Aboriginal people identify more closely with their tribal or linguistic group designation, e.g. Coast Salish, and prefer the use of the name of the community. Try to identify the tribal affiliation or community, for example: Nuu-chah-nulth, Kwaguilth, St'at'imc. Use Aboriginal spellings for the names of communities.

Rather than the word "reserve," preferred reference is to "community," "ancestry" or "home."

The word "Native" is not usually used formally, but among Aboriginal groups with each other or for some social organizations, for example: "Native Student Union" at UVic.

5.3 Sex and gender

According to the World Health Organization, "sex" refers to the biological and physiological characteristics that define men and women. "Gender" refers to socially constructed roles, behaviours, mannerisms, activities and attributes. "Male" and "female" are sex categories, while "masculine" and "feminine" are gender categories. Aspects of sex will not vary substantially between different human societies, while aspects of gender may vary greatly.

In all references, be guided by the preference of those concerned if possible.

Use inclusive terms rather than those that make sex distinctions.

"humankind" rather than "mankind"
"staffing the office" rather than "manning the office"
"ancestors" rather than "forefathers"
"working hours" rather than "man hours"
"artificial," "synthetic," or "constructed" rather than "man-made"

Use parallel references to the sexes.

women and men; husband and wife

When the sex or gender is unknown or a group is composed of both men and women, avoid using the masculine pronoun as a generic pronoun. Do not write, e.g., "If an instructor needs a new computer, he should contact his dean."

Use "he or she," "him or her."

He or she should contact his or her dean.

Avoid using "s/he" or "he/she," "him/her."

Re-work the sentence.

Contact the dean if you need a new computer.

Use plural nouns with plural pronouns.

Instructors who need a new computer should contact their dean.

Eliminate the pronoun.

Instructors who need a new computer should contact the dean.

Many style guides accept the use of the plural pronouns "they" and "their" with antecedents such as "anyone," "everyone," "someone" to provide a gender neutral statement.

Everyone should decide whether they want to come.
Anyone can request their grade.

A noun that is clearly singular, however, should not be used with a plural pronoun; for example, avoid constructions such as "A student must inform their instructor if they will not be able to attend." In most cases, sentences can be re-worked to make the pronoun and its antecedent agree; e.g., "Students must inform their instructor if they will not be able to attend."

Avoid indicating marital or family status or physical appearance unless necessary in the context.

When titles are used they should be used consistently for all people listed.

Use the neutral "Ms." as a general rule, but if a woman has indicated a preference to be addressed as "Miss" or "Mrs.," respect this preference.

5.4 Sexuality and gender identity

In all references be guided by the preference of those concerned if possible.

"Gay" is often used to refer just to gay men but can be used to include lesbians. The preferred usage is as an adjective, i.e., "gay men," "gay women," "gay people." Avoid use of "gay" as a noun, e.g. "gays."

Some other preferred terms: "lesbian," "bi" or "bisexual," "transgendered," "transsexual," "trans," "transman," "transwoman," "intersexed," "two-spirited," "queer," "genderqueer," "gender questioning," and "bigendered."

When referring to partners, consider "same-sex" as an alternative to "homosexual" or "gay," e.g. "same-sex partners."

"Transgendered" is used to embrace both transgendered and transsexual people and is often abbreviated to "trans" or combined with other gender terms, e.g., "transman," "transwoman."

The word "transgender" is an umbrella term used to refer to people who do not fit well within traditional concepts of gender and who may feel as though their biological sex (male, female, intersexed, etc.) and their socially expected gender (man, woman, etc.) don't match up.

The word "intersex" refers to people who, on a physical level, have a mix of typically male or female characteristics.
Many lesbian, gay, bisexual, queer, and trans Aboriginal people in North America use the term "two-spirited" to describe themselves. The word "two-spirited" is more used by Aboriginal people who live in large multiethnic urban environments. Those who live in rural areas or Aboriginal communities may have terms in their own languages to identify non-heterosexual or gender variant people in their communities. "Two-spirited" is a cultural and social Aboriginal term, although in some cases it may be also be a religious one.

"Queer" still comes across as pejorative for some older people, though many younger people have reclaimed the word as a descriptor for all non-heterosexual orientations.
Avoid the term "sexual preference," since "preference" suggests a choice and many gay people do not see their sexuality as an option. Many prefer to speak of sexual orientation, gender identity or sexuality.

5.5 Mental and physical disabilities

The terms used to refer to people with disabilities are evolving. Employment equity legislation speaks of persons with disabilities. "Person/people with disabilities" and "disabled people" are used for the most part interchangeably in disability scholarship/disability studies. Some people with disabilities prefer one over the other. As in other cases, it is better to ask the individual what he or she prefers-if such terminology is even necessary in the situation. Most times, there is no need to refer to the disability. When there is a need, the following guidelines can be useful.

Avoid defining people by their disorders or depersonalizing people by turning descriptors into nouns, e.g. "the disabled," "the blind," "an epileptic," "a schizophrenic."

Put the person first, not the disability.

"With" phrases are useful.

person with Down syndrome
person with schizophrenia
diagnosed with mental illness
living with fibromyalgia

"Is" or "has" phrases can be useful.

a person who is blind
a person who is deaf or hard of hearing
a person who has a visual or hearing impairment
a person who has epilepsy

"Visual impairment" or "sight impairment" are often used to indicate some loss of vision or as alternatives to "blind." Be aware that some individuals or groups may dislike the use of "impaired."

Preferred terms are "deaf" or "hard of hearing" rather than "hearing impaired."

Use factual rather than negative or value-laden references. A person may have a condition but may not necessarily "suffer" from it.

"wheelchair user" rather than "wheelchair-bound person"
a person with a mobility issue who uses a wheelchair
"someone who had a stroke" rather than "stroke victim"

There is often a societal stigma attached to mental illness or disability which makes some people wary of disclosing their condition or referring to it as a mental or psychiatric disability. Some prefer the terms "invisible," "unapparent," "non-apparent" or "non-physical disabilities." "People with mental health problems, difficulties or conditions" can be more neutral and may be considered more appropriate than terms that victimize or medicalize people.

5.6 "Race" and ethnicity

The Employment Equity Act refers to members of visible minorities as those who are "non-Caucasian in race or non-white in colour." This whole topic has been the subject of much discussion and the concept of "race" is widely challenged as a valid scientific category. However, it is recognized that people who are visibly in a minority because of their skin colour or identifiable "racial" background may face various types of barriers which may have social implications that need to be addressed.

Groups and individuals within these groups should be identified by the names they choose for themselves.
Some people prefer the terms "racialized women and men" or "person of colour."

The term "racialized" is useful in referring to individuals or groups who question or reject the validity of the concept of "race" imposed upon them as a category of identity.

The use of the term "visible minority" is complicated, because minority status is relative and depends on which geographic area a person is in. Those in Canada who may be considered a racialized or visible minority are likely to be considered in the majority in many other parts of the world.
Avoid stereotypes, generalizations or assumptions about ethnic or "racial" groups. Try to be inclusive in the use of examples, where appropriate, to take account of diversity in the university population.

Be wary of the use of some expressions or proverbs that may be culture-bound and may contain stereotyping, racial or otherwise inappropriate connotations.

Some people prefer reference to ethnicity rather than colour for groups, where such references seem necessary, e.g. African Canadian.

Be aware that some references can, even unintentionally, extend to racial connotations (for example, when the word "black" denotes negative attributes, such as: a black mood, black magic, a black heart, a black day).

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Inclusive language - University of Victoria

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Language is a powerful tool for communicating inclusivity or discrimination. Language is not neutral. It is closely tied to the personality of the communicator and the culture and society in which it is used. Inclusive communication that respects and includes all communities is free from sexist, racist or other discriminatory language.

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Thou shalt stop blaming poverty on the poor. via act.tv

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Post by TheGoodLordAbove.

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Social Inequalities Explained in a $100 Race - Please Watch to the End. Thanks.

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Materials: Pre-cut paper stars of four different colors, markers or other writing utensils

Preparation: Cut out enough stars for every participant. Stars should be about 3 inches by 3 inches and there should be equal numbers of each of four colors.

Time: Up to 30 minutes preparation, 20 minutes activity
Description:
This activity was adapted from the "Coming Out Stars" activity by the University of Southern California LGBT Resource Center (n.d.) (see http://sait.usc.edu/lgbt/education/leader-toolkit.aspx).

NOTE: Don't tell participants what the activity is about until you get to step 3. Once the narrative begins, you can mix up the order in which you tell what happens, though the reactions were written in numerical order here for ease of understanding. Just make sure each color follows its own storyline.

1) Ask each participant to pick a star. At this point, the color doesn't matter. Tell them that the star represents them, their aspirations, and their inner circle of friends, family, and community.

2) Have participants write their name in the center of the star. Then on each leg of the star give them a few minutes to write the following:

Leg 1: The name of your closest friend.

Leg 2: The name of a family member with whom you are close.

Leg 3: The name of a community to which you belong. This could be your Greek community, sports team, religious community, etc.

Leg 4: The name of your dream job.

Leg 5: Another of your life goals.

3) When they are done, ask everyone to stand up with their stars. Only now explain that in this activity, everyone is LGBTQ and will begin the coming out process. Ask them to remain silent until the activity is done.

4) NARRATIVE: First you decide to tell your closest friend because you have supported each other in various ways throughout your friendship.

Color 1: Your friend accepts what you tell them. They thank you for telling them and say they will keep it confidential and that they want to support you. Leave your star alone.

Colors 2 and 3: Your friend is not quite as accepting and is a little annoyed you hadn't told them earlier. You decide to let them have some time to process everything, knowing that they will come around. Fold back this leg of your star.

Color 4: Your friend does not accept what you tell them. They are angry and upset, even though you were close friends. The friendship is over, so tear off this leg of your star.

5) Now that you've told your friend, you decide to tell your close family member.

Color 1: This family member accepts what you tell them. Like your friend, they are glad you told them and want to support you. Leave your star alone.

Color 2: This family member is hesitant and confused, but willing to talk about it with you. Though they need more time to get comfortable with it, they will support you. Fold back this leg of your star.

Colors 3 and 4: This family member rejects you and kicks you out of the house, leaving you homeless. Tear off this leg of your star.

6) You now begin to come out to your community.

Colors 1 and 2: Your community accepts you for who you are and is glad to have you regardless of how you identify. Leave your star alone.

Color 3: While many in your community accept you immediately, there are some who need some time to get used to it. Fold back this leg of your star.

Color 4: Your community reacts negatively, rejecting and isolating you. Tear off this leg of your star.

7) You're at work at your dream job when you hear people talking about you and your sexual orientation. Before you decide whether or not you want to come out, the decision is made for you.

Color 1: Your co-workers and boss come forward, recognizing you for your good work and acknowledging that they accept you for you, no matter how you identify. Leave your star alone.

Color 2: Though you haven't come out to anyone at work, you can tell people suspect it by their behavior. Everyone is still nice and the work environment hasn't changed much, but you notice some of your co-workers talk to you less than they used to. Fold down this leg of your star.

Colors 3 and 4: Though you have continued to work as usual, you get there one morning and to your surprise your things are packed up. You go to talk to your boss and she tells you that the budget is tight and your work hasn't been up to par lately so she's letting you go.Tear off this leg of your star.

8) At this point in the process you've come out to many people as you've been working towards your life goals.

Colors 1, 2, 3: The coming out process has gone pretty well for you so far. Even if people were not ready to accept you right away, they came around in the end and have supported you in one way or another as you've worked towards your personal aspirations in life. Leave your star alone.

Color 4: Unfortunately the coming out process has been extremely difficult for you because your friends, family, and community members have not been supportive. You are depressed and some of you turn to substance abuse and suicide. Tear off this leg of your star.

9) END OF NARRATIVE. Now that the activity is over, ask participants to share their feelings. What did this activity make them think about? Their own behaviors or experiences? Did it help them understand the experiences of someone they know? Encourage them to journal about it on their own time and invite them to talk to you or to utilize other campus resources like the LGBTQ Center or Counseling & Psychological Services.

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LGBTIQ Activity - "Coming Out" Stars | Student Wellness

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Materials: Pre-cut paper stars of four different colors, markers or other writing utensils Preparation: Cut out enough stars for every participant. Stars should be about 3 inches by 3 inches and there should be equal numbers of each of four colors.

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Secret Path is a ten song album by Gord Downie with a graphic novel by Jeff Lemire that tells the story of Chanie Wenjack, a twelve year-old boy who died fifty years ago on October 22, 1966, in flight from the Cecilia Jeffrey Indian Residential School near Kenora, Ontario, trying to walk over 400 miles home to the family he was taken from.

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Poverty Simulation

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Challenge your perspective on poverty. Can you MAKE THE MONTH? #makethemonth

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Powerful Doc on Residential School Residential School & Hockey Doc - Racism

Sign out Aboriginal Drums & email Sherry Saevil for an indigenous drum expert/facilitator

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Search "Indigenous," "oppression", "racism"

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Welcome to the homepage for Learning Resource Centre of the Halton Catholic District School Board. The Learning Resource Centre models 21st century learning. We are committed to the growing and...

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February 28th, 2018

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Pink Shirt Day raises awareness about bullying and raises funds for anti-bullying programs.

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"I am Affected Campaign" - Posters of Halton Survivors of Inter-generational Trauma

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Equity & Inclusive Education Resources

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Indigenous Education Resources Link

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Catholic Social Teaching Lessons

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Equity & Inclusivity resources

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Catholic Association of Religious and Family Life Education for Ontario (CARFLEO)

Equity and Inclusive Education in Ontario Schools

Equity and Inclusive Education in Ontario Schools provides guidelines for policy development and implementation, and was revised and updated to reflect the progress made since Realizing the Promise of Diversity: Ontario's Equity and Inclusive Education Strategy was released in 2009, including amendments to the Education Act made through the Accepting Schools Act, which was passed on September 1, 2012.

Pastoral Guidelines to Assist Students of Same-Sex Orientation (ACBO)

At the request of the Education Commission of the Assembly of Catholic Bishops of Ontario, a team of Catholic educators developed this pastoral guideline for assisting students with a same-sex attraction. It is written to support school personnel in making Catholic school communities safe and nurturing for all students in their care.

Reach Every Student, Know Their Story: OECTA Equity and Inclusivity Conference

To guide teachers and others in discussions about LGBTQ issues, OECTA presents video clips from Dr. Kristopher Wells, Dr. Dorothy Espelage, and Dr. Catherine Taylor, who have done extensive research into bullying behaviour, homophobia, and sexual harassment. Dr. Espelage and Dr. Taylor were keynote speakers at OECTA's Equity and Inclusivity Conference "Reach Every Student, Know Their Story" in the spring of 2012 and Dr. Wells was a keynote speaker at OECTA's Regional Equity and Inclusivity Conferences in 2012.

Realizing the Promise of Diversity: Ontario's Equity and Inclusive Education Strategy

Respecting Difference (OCSTA)

The Catholic Trustees, in consultation with the Bishops and other Catholic partners, produced an alternative to the Ministry of Education's application of their Equity and Inclusivity strategy with respect to Gay-Straight Alliances.

Respecting Difference - Clarification Statement

Clarification statement issued by OCSTA regarding the Respecting Difference resource to support its implementation in Catholic schools.

Rethinking Schools

Website committed to equity and to the vision that public education is central to the creation of a humane, caring, multiracial democracy. Rethinking Schools emphasizes problems facing urban schools, particularly on issues of race.

Speak Truth to Power Canada

Speak Truth to Power Canada includes lesson plans on 11 Canadian human rights defenders working domestically and internationally. The goal is to facilitate the teacher's task of informing and enabling students to self-identify locally as human rights defenders on issues of importance in their very own communities.

UNESCO Institute for Statistics

Mind the Gap: Gender and Education is an interactive, online data tool. It teaches young people about the gaps and inequities in access to education.

MyGSA.ca is Canada's website for safer and inclusive schools for the lesbian, gay, bisexual, trans, queer and questioning (LGBTQ) community. Educators can find interesting and helpful resources to help promote safer spaces in which LGBTQ students and allies can work together on making their schools more welcoming for all members of school communities, regardless of sexual orientation and gender identity.

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Catholic Association of Religious and Family Life Education for Ontario (CARFLEO) Equity and Inclusive Education in Ontario Schools Equity and Inclusive Education in Ontario Schools provides guidelines for policy development and implementation, and was revised and updated to reflect the progress made since Realizing the Promise of Diversity: Ontario's Equity and Inclusive Education Strategy was released in 2009, including amendments to the Education Act made through the Accepting Schools Act, which was passed on September 1, 2012.

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Community members committed to building systemic inclusion and equity in Halton.

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The Halton Equity and Diversity Roundtable (HEDR) is a community collective of organizations, institutions, groups, businesses, and individual community members that is committed to building systemic inclusion and equity in Halton.

The role of this Roundtable will be to move us forward as a community, to identify and celebrate our strengths as well as to facilitate the discussion in those areas that need work. Diversity is a real strength in our community, and we need to learn to work together effectively to make sure each member of the community is able to contribute the best of their talents and energy to make Halton a community where everyone wants to live, work, and play.

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services
we are dedicated to developing a community where individuals are valued for their diversity

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and empowered to realize their full potential.  we want to develop a welcoming and inclusive halton community where everyone wants to live

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Halton Equity and Diversity Roundtable (HEDR)

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The Halton Equity and Diversity Roundtable (HEDR) is a community collective of organizations, institutions, groups, businesses, and individual community members that is committed to building systemic inclusion and equity in Halton. The role of this Roundtable will be to move us forward as a community, to identify and celebrate our strengths as well as to facilitate the discussion in those areas that need work.

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Search: equity or inclusion for curriculum content

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Power & Privilege - storytelling with ALL VOICES

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Please [contact us](https://www.ted.com/contact) and let us know what happened.