Inclusive Language

The vernacular that is used has the ability to include or exclude people from situations
and conversations, given that language is complex, evolving, and powerful. Pronouns, for
example, are singular words that validate and respect a person when used correctly. The most
common pronouns are “she/her,” “he/him,” and “they/them,” however, there are also
neopronouns such as “ze/zir,” and “xe/xem.” Neopronouns are intended to be gender-neutral and
are generally not recognized within the language they are being used. Throughout the concepts,
gender-neutral language and terminology is used to be inclusive of all students, including those
with diverse gender identities and sexual orientations, which is outlined in the following
paragraphs.

When referring to sex assigned at birth, especially within the first concept, XX and XY
are used to denote the characteristics of typical development. Beyond XX and XY there are a
variety of genetic combinations that can develop for an intersex person (there is a complete
lesson on intersex folx). People are assigned a sex at birth based on their reproductive anatomy
which may or may not align with a person’s gender identity. The intention of this material is to
use language that reflects these many possibilities.

Using the terminology of sex assigned at birth is more reflective of the distinction
between sex and gender. While gender is also something that is internally known, it may evolve
in a discovery way for the person over time. Gender is fluid, and as such inclusive language
should be about encompassing as many identities as possible. Therefore, throughout many of the
lesson plans, specific mention is made to help students think about gender beyond the binary of
male and female and include 2-spirit, trans, non-binary, gender non-conforming, gender fluid and
agender folx in their conversations.

Front hole is used to refer to vaginal sex/penetration whenever possible. For many trans
and non-binary people, language can be a trigger to body dysphoria, therefore the language used
in these lesson plans will be gender-neutral unless medically needed (Riggs & Bartholomaeus,
2018). Penis is still used as the primary terminology throughout; however words such as “girl
dick” are gaining more popularity among the Queer community. It is beneficial to use language
that will connect with students and include as many people as possible. It is the responsibility of
the teacher to connect with students as they move through the lesson and gain a sense of what
terminology connects best with the students. For example, “testicle(s)” is the language used
through all lessons; however, words such as “balls,” “nuts,” or “gonads” may resonate more with
students and help them connect with the material.
 Throughout the lessons, it is important to recognize that language can present a barrier to
learning; it is essential that students not only connect with the material but that they feel included
within it as well. By using language that is more inclusive, in all ways, students of all gender and
sexuality identities will be more apt at negotiating the material in a way that keeps them safe and
healthy. Pressures to conform to a standard held by the larger society (i.e. straight, cisgender) are
still prevalent, by infusing Queer content and language the normalization of
hetero/cisnormativity is broken down and creates a safer space for all (Sarwyc et al., 2008;
Saewyc, 2014; Ybarra et al., 2019).