Inclusive interactions, conversations and language

• Charter for responsible debate: discussing contentious issues with common purpose

  The Charter for Responsible debate: discussing contentious issues with common purpose promotes debate that is informed, respectful and inclusive through nine principles, which are intended to encourage ways of discussing controversial topics and contentious issues respectfully and constructively, to achieve common understanding and a sense of shared purpose.

  The principles can be applied in day-to-day life to foster inclusive environments.

  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.

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  Dr Alice König, School of Classics, and Dr Bernhard Blumenau, from the School of International Relations, feature in a report launched by the RSE Young Academy of Scotland (YAS) in August 2021 to promote the Charter for Responsible Debate.

  The Charter challenges Scotland’s policymakers and all members of civil society to sign up and pledge commitment to debating responsibly. As well as being joint lead on the project, along with Matthew Chrisman, Professor of Ethics and Epistemology at the University of Edinburgh, Peter McColl, political campaigner and writer who was Rector at Edinburgh from 2012 to 2015, and John O’Connor, Regent of Blackfriars Hall, Oxford University, Alice contributes an article on Responsible Debate and Quiet Campaigning.

  Staff and students can sign up to the Charter to pledge their commitment to trying out the principles in day-to-day life. The project report is available to download, which includes reflective essays on the principles of public debate and a set of ‘boardroom, classroom and living room’ exercises to try.

• 'Brave Space' principles

  The Gender Equity Center defines a brave space as:

  A community space where different points on a journey of learning and growing are acknowledged. Community members engage in critical dialogue through conscious questioning and active listening. While all are expected to make their best effort to be respectful, there is an understanding that someone may say something that results in unintentional offense and hurt feelings for those around. A primary assumption of Brave Space is that everyone speaks with the positive intent of seeking greater knowledge and understanding.

  The specific principles associated with a ‘Brave Space’ have been conceptualised in a variety of ways; however, in undertaking the Emily Test Charter Pilot, the University’s Head of Wellbeing and Mediation adopted the Brave Space principles associated with the Emily Test Charter, which are:

  • welcoming multiple viewpoints 
  • own our intentions and the impact we have on others 
  • work to recognise our privilege 
  • challenge ourselves to contribute 
  • step back if we have spoken a lot and observe if others may want to speak. 
  • actively listen 
  • challenge with care, challenging the idea and not the person 
  • confidentiality  
  • break it down and clarify 

  The University’s Head of Wellbeing and Mediation, recommends the use of the Brave Space principles when communicating with one another, particularly about potentially sensitive and contentious content. Adopting the Brave Space principles can help groups to explore previously unexplored topics.  

  For more information see Creating Brave Spaces within and through Student-Faculty Pedagogical Partnerships.

• Pronoun guidance

  For a lot of people, a pronoun 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 to explain some of the concepts around pronoun use and to help develop a practice that contributes to creating an inclusive environment for all members of the St Andrews community and an accompanying 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 intention of the video is to provide people with the tools and understanding to help you treat everyone with respect and dignity with respect to gender and inclusivity. The video includes information on the following:

  • gender identity
  • pronouns
  • titles
  • gender-inclusive language in practice
  • what to do when things go wrong
  • where to find further support and information
  • give feedback to the University.

• Tackling racism on campus project: raising awareness and creating the conditions for confident conversations

  The project culminated in a set of resources for institutions to use in tackling racism on campus. It is important that members of our community develop nuanced understandings of race and racism and how it manifests within institutions. It is important to have a shared language around basic racial literacy to name racism, understand it and then be able to change practice.

  Staff and students are encouraged to engage with the Race Literacy Glossary. The Race Literacy Glossary will help readers understand the terms commonly used in association to race and racism.

• The Dignity and Inclusion Portfolio

  The Dignity and Inclusion Portfolio (DIP) is a programme of training and resources which seeks to engage participants in building their awareness and understanding of topics related to‌ equality, diversity, inclusion, and wellbeing in the workplace. More specifically, it is designed to help you understand:

  • how people should be treated at work, their rights to dignity, and how best to create an inclusive workplace
  • what you can and should do when things go wrong, for example, when poor behaviour develops into bullying or harassment.

  The individual elements of the portfolio can be taken in stand-alone form or as part of a portfolio which secures a ‘certificate of recognition’ once the required courses are completed. The courses are designed to be useful to all staff, with some being especially useful for those with responsibility for others.