Equity, diversity and inclusion

Watch video: UOW Acknowledgement of Country

We acknowledge that Country for Aboriginal peoples is an interconnected set of ancient and sophisticated relationships.

The University of Wollongong spreads across many interrelated Aboriginal Countries that are bound by this sacred landscape, and intimate relationship with that landscape since creation.

From Sydney to the Southern Highlands, to the South Coast.

From fresh water to bitter water to salt.

From City to Urban to Rural.

The University of Wollongong Acknowledges the Custodianship of the Aboriginal peoples of this place and space that has kept alive the relationships between all living things.

The University Acknowledges the devastating impact of colonisation on our campuses' footprint and commit ourselves to truth-telling, healing and education.

• Indigenous and cultural diversity at UOW
• UOW People Library  (Intranet access only)
• Racism It Stops With Me - Australian Human Rights Commission
• Australian Human Rights Commission – Face the facts: Cultural Diversity
• Harmony Week 
• Refugee Council of Australia 

Cultural and religious inclusive language practices 

Source: Words Matter: ECU's Inclusive Language Guide

Research from the Faculty on cultural and ethnic diversity

2024
Gómez Romero, L., 2024. On the True Men and Women, and Rebel Beetles: Utopia as Revolutionary Method and Practice in the Zapatista Tales of Subcomandante Marcos. Law and Literature, 36(2), pp.305-338. DOI: 10.1080/1535685X.2023.2289773.

Haas, B., Azmi, K., Sinan, H. & Hanich, Q., 2024. Policy pathways to reduce disproportionate burdens in tuna fisheries. Fish and Fisheries. DOI: 10.1111/faf.12823.

2023
Crowley-Henry, M., Almeida, S., Bertone, S. & Gunasekara, A., 2023. The multi-level intelligent career framework: An exploration and application to skilled migrants. Career Development International, 28(5). DOI: 10.1108/CDI-04-2022-0097.

Gómez Romero, L., 2023. “A World Where Many Worlds Fit”: On the Zapatista Model of a Just Society. Law Text Culture, 27(1), pp.154-203. Available at: https://doi.org/10.14453/ltc.508.

Haas, B., 2023. Achieving SDG 14 in an equitable and just way. International Environmental Agreements: Politics, Law and Economics. DOI: 10.1007/s10784-023-09603-z.

Haas, B., Jaeckel, A., Pouponneau, A., Sacedon, R., Singh, G.G. & Cisneros-Montemayor, A.M., 2023. The use of influential power in ocean governance. Frontiers in Marine Science. DOI: 10.3389/fmars.2023.1045887.

Jaeckel, A., Harden-Davies, H., Amon, D.J., van der Grient, J., Hanich, Q., van Leeuwen, J., Niner, H. & Seto, K., 2023. Deep Seabed Mining Lacks Social Legitimacy. Npj Ocean Sustainability, 2(1), pp.1-4. DOI: 10.1038/s44183-023-00009-7.

Nepal, R., Best, R. & Taylor, M., 2023. Strategies for reducing ethnic inequality in energy outcomes: A Nepalese example. Energy Economics, 126(C).

2021
Gunasekara, A., Bertone, S., Almeida, S. & Crowley-Henry, M., 2021. Dancing to two tunes: The role of bicultural identity and strong ties in skilled migrants' value-driven protean careers. International Journal of Intercultural Relations, 81, pp.42-53.

Kollmann, T., Marsiglio, S., Suardi, S. & Tolotti, M., 2021. Social Interactions, Residential Segregation and The Dynamics of Tipping. Journal of Evolutionary Economics. DOI: 10.1007/s00191-021-00742-7.

Morris, D., Lambert, K., Vellar, L., Mastroianni, F., Krizanac, J., Lago, L. & Mullan, J., 2021. Factors associated with utilisation of health care interpreting services and the impact on length of stay and cost: A retrospective cohort analysis of audit data. Health Promotion Journal of Australia, 32(3), pp.425-432.

Sedai, A.K., Jamasb, T., Nepal, R. & Miller, R., 2021. Electrification and welfare for the marginalized: Evidence from India. Energy Economics, 102(C).

2020
Fernando, M., Reveley, J. & Learmonth, M., 2020. Identity work by a non-white immigrant business scholar: Autoethnographic vignettes of covering and accenting. Human Relations, 73(6), pp.765-788. DOI: 10.1177/0018726719831070.

Iribarne Gonzalez, M. & Gómez Romero, L., 2020. El País-de-en-medio, or, the plural stories of legalities in the U.S.-Mexican Borderlands. In: K. Silva & M. Franza, eds. Migration, Identity and Belonging: Defining Borders and Boundaries of the Homeland. Routledge.

Zhang, Y., De Zoysa, A. & Cortese, C., 2020. The directionality of uncertainty expressions and the foreign language effect: Context and accounting judgement. Meditari Accountancy Research, 28(3), pp.543-563. DOI: 10.1108/MEDAR-09-2018-0377.

2019
Almeida, S., Waxin, M. & Paradies, Y., 2019. Cultural capital of recruitment decision-makers and its influence on their perception of person-organisation fit of skilled migrants. International Migration, 57(1), pp.318-34.

Li, O., Lin, T., Liu, Y., McIlgorm, A., Voyer, M.A. & Zhang, D., 2019. Communicating more effectively with recreational fishers from Chinese speaking backgrounds. Report to the NSW Recreational Fishing Trust, Project LS012, February.

2018
Kollmann, T., Marsiglio, S. & Suardi, S., 2018. Racial segregation in the United States since the Great Depression: A dynamic segregation approach. Journal of Housing Economics, 40, pp.95-116.

2017
Almeida, S. & Fernando, M., 2017. Making the cut: occupation-specific factors influencing employers in their recruitment and selection of immigrant professionals in the information technology and accounting occupations in regional Australia. The International Journal of Human Resource Management, 28(6), pp.880-912.

2015
Almeida, S., Fernando, M., Hannif, Z. & Dharmage, S., 2015. Fitting the Mould: The role of employer perceptions in immigrant recruitment decision making. International Journal of Human Resource Management, 26(22), pp.2811-2832.

Fernando, M., Almeida, S. & Dharmage, S., 2015. Employer perceptions of migrant candidates’ suitability: The influence of decision-maker and organisational characteristics. Asia-Pacific Journal of Human Resources, 54(4), pp.445–464.

2012
Almeida, S., Fernando, M. & Sheridan, A., 2012. Revealing the screening: Organisational factors influencing the recruitment of immigrant professionals. International Journal of Human Resource Management, 23(9), p.1950.

Mahadevan, R. & Suardi, S., 2012. Regional Differences Pose Challenges for Food Security Policy: A Case Study of India. Regional Studies, 48(8), pp.1319–1336. DOI: 10.1080/00343404.2012.726709.

2011
Mahadevan, R. & Suardi, S., 2011. Impact of socio-economic factors and social affiliation on living standards: a quantile regression approach. Applied Economics Letters, 19(13), pp.1231–1236. DOI: 10.1080/13504851.2011.619478.

2007
Jones, M. & Alony, I., 2007. The cultural impact of information systems-through the eyes of Hofstede-a critical journey. Informing Science: International Journal of an Emerging Transdiscipline, 4(1), pp.407-419. 

• Disability Resources
• Disability terminology guide
• UOW People Library  (Intranet access only) 
• UOW Accessibility Action Plan (PDF)
• UOW Disability Inclusion Network (DIN)
• How to make your research group more inclusive for autistic trainees
• Public Service Commission training module: Disability Awareness
• Mental Health First Aid Australia
• Access and Inclusion Index - Quick Self-Assessment
• Australian Network on Disability – Workplace Adjustment
• Peer Connect Program
• Accessibility Quick Reference Guide (PDF) 

Disability inclusion language practices

• Language and practice to avoid: Suffers with a disability, Abnormal, Defect, Deformed
  Good inclusive language practice: Living with a disability
  
  
• Language and practice to avoid: Wheelchair bound, Confined to a wheelchair
  Good inclusive language practice: Person who uses a wheelchair, Wheelchair user 
  
  
• Language and practice to avoid: Vision impaired, Visually impaired, The blind
  Good inclusive language practice: Person who is blind, Person who has low vision
  
  
• Language and practice to avoid: Aspergers, On the spectrum, high/low functioning ASD
  Good inclusive language practice: Person with Autism, Person who is autistic, Person who is neurodivergent
  
  
• Language and practice to avoid: Deaf and Dumb
  Good inclusive language practice: Person who is deaf, Person who is hard of hearing, Deaf person
  
  
• Language and practice to avoid: Paraplegic
  Good inclusive language practice: Person with paraplegia 
  
  
• Language and practice to avoid: Mentally handicapped, Slow
  Good inclusive language practice: Person with intellectual disability
  
  
• Language and practice to avoid: Handicapped parking
  Good inclusive language practice: Accessible parking
  
  
• Language and practice to avoid: Disabled toilet
  Good inclusive language practice: Accessible toilet 
  
  
• Language and practice to avoid: Special requirements
  Good inclusive language practice: Individual requirements
   
• Language and practice to avoid: Mentally ill, Crazy, Mental, Psycho
  Good inclusive language practice: Person with mental illness 
  
  
• Language and practice to avoid: Learning impaired
  Good inclusive language practice: Person with a learning disability
  
  
• Language and practice to avoid: Suffers from a chronic health condition
  Good inclusive language practice: Lives with or has a chronic health condition
  
  
• Language and practice to avoid: Able-bodied, Abled, Normal
  Good inclusive language practice: Person without disability, Non-disabled person
  
  
• Language and practice to avoid:  Greet someone with ‘you look so normal’
  Good inclusive language practice: Greet someone by enquiring about how they are feeling
  
  
• Language and practice to avoid: Continue to point out problems with a person’s communication
  Good inclusive language practice: Ask the person what could be helpful to them
  
  
• Language and practice to avoid:  Assume all people with the same type of disability have the same needs
  Good inclusive language practice: Ask the person what their needs are

Source: Words Matter: ECU's Inclusive Language Guide 

Research from the Faculty on Disability inclusion 

2023
Kyriazis, E., Pomering, A. & Marciano, H., 2023. People with a mild intellectual disability: inclusive research lessons. International Journal of Market Research, 65(2-3), pp.259-278. DOI: 10.1177/14707853221145842.

Mahasneh, R., Randle, M., Gordon, R., Algie, J. & Dolnicar, S., 2023. Increasing Employer Willingness to Hire People With Disability: The Perspective of Disability Employment Service Providers. Journal of Social Marketing, 13(3), pp.361-379. DOI: 10.1108/JSOCM-08-2022-0174.

2021
Cortese, C., Truscott, F., Nikidehaghani, M. & Chapple, S., 2021. Hard-to-reach: the NDIS, disability, and socio-economic disadvantage. Disability and Society, 36(6), pp.883-903. DOI: 10.1080/09687599.2020.1782173.

Nikidehaghani, M., Cortese, C. & Hui-Truscott, F., 2021. Accounting and pastoral power in Australian disability welfare reform. Critical Perspectives on Accounting, 80. DOI: 10.1016/j.cpa.2019.102098.

Randle, M., Grun, B., & Dolnicar, S. 2021. On the Heterogeneity of Preferences for Disability Services. Journal of Nonprofit & Public Sector Marketing, 35(1), pp. 47–64. https://doi.org/10.1080/10495142.2021.1941500.

Spivakovsky, C. & Steele, L.R., 2021. Disability Law in a Pandemic: The Temporal Folds of Medico-legal Violence. Social and Legal Studies. DOI: 10.1177/09646639211022795.

Steele, L.R., 2021. Troubling Laws Indefinite Detention: Disability, the Carceral Body and Institutional Injustice. Social and Legal Studies, 30(1), pp.80-103. DOI: 10.1177/0964663918769478.

2011
Beckett, R.C. & Jones, M., 2011. Active Ageing: Using an ARCON Framework to Study U3A (University of the Third Age) in Australia. In: L.M. Camarinha-Matos, A. Pereira-Klen & H. Afsarmanesh, eds. Adaptation and Value Creating Collaborative Networks. PRO-VE 2011. IFIP Advances in Information and Communication Technology, vol. 362. Berlin, Heidelberg: Springer, pp.247-254. DOI: 10.1007/978-3-642-23330-2_21.

SAGE Webinars

SAGE offers webinar recordings on connecting EDI ideas to practice. These are delivered by leading equity, diversity and inclusion researchers and professionals.

Featured Webinars

• Introduction to ethical data collection

Access to the recording is limited to staff and students from SAGE subscriber institutions. To access the video: 

• Click the “Login” button in the top right corner of the page or the “Sign In” link at the bottom of an article.
• Enter your staff or student email address and click “Submit”. Personal email addresses (e.g. Gmail) won’t be accepted.
• Check your inbox for a validation link. If you don’t receive it within an hour and it’s not in your spam folder, contact sage@sciencegenderequity.org.au so the SAGE team can manually validate your email.
• Click the validation link to return to the SAGE homepage. The button in the top right corner should now say “Log out”. Congratulations – your email validation and login was successful!

View SAGE Webinars

• Early Career Researcher Development Program (Intranet access only)
• New Researcher Information Pack 2020 (PDF)

Research from the Faculty on Early Career Researchers

• Gordon, R. and Zainuddin N. (2020), "Symbolic violence and marketing ECRs in the neoliberal University." Journal of Marketing Management, 36(7-8): 705-726.

Seminars and training sessions

• Career Planning Resources  
• Career development and learning (Intranet access only)

Links to services

• GrantConnect - Australian Government's grants information system (for Academics)

• Gender Equality and Diversity Capability Statement (PDF)
• 2016 Parental Leave and Return to Work Survey - Report of Findings (PDF)
• UOW Parental Leave (Intranet access only)
• Gender Neutral Language (PDF) 
• Supporting Working Parents – Toolkit for employers (PDF)
• UOW Workplace Gender Equality Agency (WGEA) Reporting
• Gender Equity Insights 2020: Delivering the Business Outcomes, BCEC | WGEA Gender Equity Series (PDF)
• The gender pay gap explained - Workplace Gender Equality Agency
• Rutgers Business Review: Special Issue on Advancing Women in Business 

Gender-inclusive language practices 

Source: Words Matter: ECU's Inclusive Language Guide

Research from the Faculty on gender equality

2024
Bin Amin, S., Jamasb, T., Khan, F. & Nepal, R. 2024. Electricity Access, Gender Disparity, and Renewable Energy Adoption Dynamics: The Case of Mountain Areas of Bangladesh. Economics of Energy and Environmental Policy, 13(1), International Association for Energy Economics (IAEE).

Fleming, G., Liu, Z., Merrett, D. & Ville, S. 2024. Gender(ed) equity. The growth of female shareholding in Australia, 1854-1937. Australian Economic History Review. DOI: 10.1111/aehr.12300.

2023
Bach, T., Le, T., Nguyen, T. & Hoang, K. 2023. Gender discrimination, social networks and access to informal finance of Vietnamese small and medium enterprises. Economic Analysis and Policy, 78, pp.358-372.

Kyriazis, E., Pomering, A. & Marciano, H. 2023. People with a mild intellectual disability: inclusive research lessons. International Journal of Market Research, 65(2-3), pp.259-278. DOI: 10.1177/14707853221145842.

Mahasneh, R., Randle, M., Gordon, R., Algie, J. & Dolnicar, S. 2023. Increasing Employer Willingness to Hire People With Disability: The Perspective of Disability Employment Service Providers. Journal of Social Marketing, 13(3), pp.361-379. DOI: 10.1108/JSOCM-08-2022-0174.

2022
Almeida, S., Randle, M., Norzailan, Z. & Cropley, M. 2022. Job crafting behavior and the success of senior academic women: An international study. Educational Management Administration & Leadership, 52(5), pp.1114-1135.

Sedai, A.K., Nepal, R. & Jamasb, T. 2022. Electrification and Socio-Economic Empowerment of Women in India. The Energy Journal, 43(2), pp.215-238. (ABDC - A).

2021
Di Tommaso, M.L., Maccagnan, A. & Mendolia, S. 2021. Going Beyond Test Scores: The Gender Gap in Italian Children’s Mathematical Capability. Feminist Economics, 27(3), pp.161-187.

Nikidehaghani, M., Cortese, C. & Hui-Truscott, F. 2021. Accounting and pastoral power in Australian disability welfare reform. Critical Perspectives on Accounting, 80. DOI: 10.1016/j.cpa.2019.102098.

Ranabahu, N. & Tanima, F.A. 2021. Empowering vulnerable microfinance women through entrepreneurship: opportunities, challenges and the way forward. International Journal of Gender and Entrepreneurship. DOI: 10.1108/IJGE-01-2021-0020.

Randle, M., Grun, B., & Dolnicar, S. (2021). On the Heterogeneity of Preferences for Disability Services. Journal of Nonprofit & Public Sector Marketing, 35(1), pp. 47–64. https://doi.org/10.1080/10495142.2021.1941500.

Spivakovsky, C. & Steele, L.R. 2021. Disability Law in a Pandemic: The Temporal Folds of Medico-legal Violence. Social and Legal Studies. DOI: 10.1177/09646639211022795.

Wijayawardena, K., Almeida, S., Wijewardena, N. & McCarthy, T. 2021. Nurturing gender inclusive values orientation through sustainability-focused engineering. British Academy of Management.

2020
Jayashree, P., Lindsay, V. & McCarthy, G. 2020. Career capital development of women in the Arab Middle East context: addressing the pipeline block. Personnel Review, 50(4), pp.1253-1278. DOI: 10.1108/PR-10-2018-0436.

Mundy, T. & Seuffert, N. 2020. Are we there yet? Best practices for diversity and inclusion in Australia. International Journal of the Legal Profession, 27(1), pp.81-111.

Pardy, M., Rogers, J. & Seuffert, N. 2020. Perversion and Perpetration in Female Genital Mutilation Law: The Unmaking of Women as Bearers of Law. Social & Legal Studies, 29(2), pp.273-293. DOI: 10.1177/0964663919856681.

Tanima, F.A., Brown, J. & Dillard, J. 2020. Surfacing the political: Women’s empowerment, microfinance, critical dialogic accounting and accountability. Accounting, Organizations and Society, 85, p.101141.

2019
Loomes, S., Owens, A. & McCarthy, G. 2019. Patterns of recruitment of academic leaders to Australian universities and implications for the future of higher education. Journal of Higher Education Policy and Management, 41(2), pp.137-152. DOI: 10.1080/1360080X.2019.1565296.

Wijayawardena, K., Almeida, S., McCarthy, T. & Zainuddin, N. 2019. Defeating the gendered work culture in engineering: A successful story from sustainability-focused engineering start-up in Australia. 16th International Conference on Business Management: Transforming Knowledge into Action: Towards Sustainable Development in Emerging Economics, Monash University Melbourne.

2018
Chandrakumara, A., McCarthy, G. & Glynn, J. 2018. Exploring the Board Structures and Member Profiles of Top ASX Companies in Australia: An Industry-level Analysis. Australian Accounting Review, 28, pp.220-234. DOI: 10.1111/auar.12177.

Seuffert, N., Mundy, T. & Price, S. 2018. Diversity policies meet the competency movement: towards reshaping law firm partnership models for the future. International Journal of the Legal Profession, 25(1), pp.31-65.

2017
Mundy, T. 2017. Women in ‘Rural’ Practice: Opportunities, Challenges and Strategies to Thrive. In: T. Mundy, A. Kennedy & J. Nielsen, eds. The Place of Practice: Lawyering in Rural and Regional Australia, pp.64-80.

• UOW Ally Network
• Tips for being an active Ally (PDF) 
• UOW People Library  (Intranet access only)
• UOW Gender Identity and Affirmation Guideline
• MyPronouns.org Resources on Personal Pronouns: What are pronouns and why should we use pronouns?
• Sexual harassment resources - Australian Human Rights Commission
• How to report an incident of sexual harassment

Gender, sex and sexuality inclusive language practices 

Source: Words Matter: ECU's Inclusive Language Guide

Research from the Faculty on gender, sex and sexuality diversity

2024
Iribarne Gonzalez, M. & Gomez Romero, L. 2024. What Australia can learn from Latin America when it comes to tackling violence against women. The Conversation, 5 May.

Lewis, C., Mehmet, M. & Reynolds, N. 2024. A narrative review of LGBTQ+ marketing scholarship. Australasian Marketing Journal, 32(3), pp.192-202. [Q1 ABDC A].

2023
Lewis, C., Mehmet, M., Quinton, S. & Reynolds, N. 2023. Methodologies for researching marginalised and/or potentially vulnerable groups. International Journal of Market Research, 65(2-3), pp.147-154. [Q1 ABDC A].

2022
Iribarne Gonzalez, M. 2022. Women of the World United: Gender and Utopia in Flora Tristán. In: J.L. Casero, ed. Gender Utopias for a Post-Apocalyptic World. Nova Science Publishers.

Lewis, C. & Mehmet, M. 2022. When a pandemic cancels pride: An exploration of how stakeholders respond to the cancellation of a rural Australian pride event. Event Management, 26(5), pp.949-966. [Q1 ABDC A].

2021
Narendran, R., Reveley, J. & Almeida, S. 2021. Countering transphobic stigma: Identity work by self-employed Keralan transpeople. Gender, Work & Organisation. DOI: 10.1111/gwao.12670 (Scimago Q1, ABDC – A).

Lewis, C. & Reynolds, N. 2021. Considerations for conducting sensitive research with the LGBTQIA+ communities. International Journal of Market Research, 63(5), pp.544-551.

2020
Iribarne Gonzalez, M. 2020. Utopian Dreams in the New World and for the New Woman: the influence of Utopian Socialism in First Wave Feminism. The case of Marie Howland and Topolobambo’s Community. Hispania Nova UCIIIM, 18, p.380.

Seuffert, N. 2020. Fleeing Across the Globe: Trans Asylum Seekers. In: Trans Lives in a Globalizing World, Routledge, pp.178-197.

2019
Small, F., Mehmet, M. & Miles, M.P. 2019. Applying a causal ambush marketing framework to social media: The ‘Pleasure is Diverse’ campaign and the Australian marriage amendment. Australasian Marketing Journal (AMJ), 27(3), pp.149-157.

2018
Iribarne Gonzalez, M. & Seuffert, N. 2018. Imagined Legal Subjects and the Regulation of Female Genital Surgery. Australian Feminist Law Journal, 44(2), p.175.

Chandrakumara, A., McCarthy, G. & Glynn, J. 2018. Exploring the Board Structures and Member Profiles of Top ASX Companies in Australia: An Industry-level Analysis. Australian Accounting Review, 28, pp.220-234. DOI: 10.1111/auar.12177.

2017
Ben-Amar, W., Chang, M. & McIlkenny, P. 2017. Board gender diversity and corporate response to sustainability initiatives: Evidence from the Carbon Disclosure Project. Journal of Business Ethics, 142(2), pp.369-383.

Seuffert, N. 2017. Queering international law’s stories of origin: Hospitality and homophobia. In: Queering International Law, Routledge, pp.213-235.

Smith, I. & McCarthy, G. 2017. The Australian corporate closet: Why it's still so full! Journal of Gay & Lesbian Mental Health, 21(4), pp.327-351.

2016
Iribarne Gonzalez, M., Carr, R. & Steele, L. 2016. Introduction. Medical Bodies: Gender, Justice and Medicine. Australian Feminist Studies, 31(88), p.117.

Iribarne Gonzalez, M., Carr, R. & Steele, L., eds. 2016. Special Issue: Medical Bodies. Australian Feminist Studies, 88.

2015-2016
Iribarne Gonzalez, M. 2015-2016. Feminicidio (en Mexico). Eunomía: Revista en Cultura de la Legalidad, 9, p.205.

2014
Iribarne Gonzalez, M. 2014. Acción Positiva. Eunomía: Revista en Cultura de la Legalidad, 6, p.211.

2013
Smith, I., Oades, L. & McCarthy, G. 2013. The Australian corporate closet, why it’s still so full: A review of incidence rates for sexual orientation discrimination gender identity discrimination in the workplace. Gay and Lesbian Issues and Psychology, 9(1), pp.51-63.

2012
Smith, I.P., Oades, L. & McCarthy, G. 2012. Homophobia to heterosexism: Constructs in need of re-visitation. Gay and Lesbian Issues and Psychology, 8(1), pp.34-44.

2010
Iribarne Gonzalez, M. 2010. Discursos sobre la Maternidad Científica: Una Aproximación Crítica. Revista de Estudios Feministas de la Universidad Complutense de Madrid, 1, p.193.

Seminars and training sessions

• Gender, Sex and Sexuality Diversity Inclusion Training Online

Videos

• Laura Bates, “Everyday Sexism" - TEDx Oxford.
• Brené Brown, “Empathy,” - RSA Animate
• Tiffany Jana, “The Power of Privilege" - TEDx RVAWomen
• Francys Johnson, “Race is a Fiction. Racism is Not.” - TEDx UGA
• Peggy McIntosh, “How Studying Privilege Systems can Strengthen Compassion" - TEDx Timberlane Schools.
• Anne Rhodes, “What Does it Mean to be White?” - TEDx Ithaca College
• Sir Ken Robinson, “Changing Education Paradigms,” - RSA Animate

Organizations and Aggregated Resources

• The Art of Active Listening in Academic Settings
• Carnegie-Mellon University’s Eberle Center for Teaching and Learning, “Classroom Climate”
• Cornell University Center for Teaching Excellence, “Building Inclusive Classrooms”
• How to Avoid Microaggressions in the classroom -  practical tips for educators to foster respect and create a more inclusive environment for students
• Georgetown University, Center for New Designs in Learning and Scholarship, “Inclusive Pedagogy”
• Leeds Beckett University (UK): Inclusive Practice – resources relating to inclusive and accessible practice within teaching and learning
• University of Kansas Center for Teaching Excellence, Resources for Inclusive Teaching
• Plymouth University (UK), “How Can I Be More Inclusive?”
• Teaching Tolerance (A Project of the Southern Poverty Law Center) includes teaching inclusivity and social justice work
• Trump Syllabus 2.0, ed. N.D.B. Connolly and Keisha Blain.
• US Department of Education, Advancing Diversity and Inclusion in Higher Education: Key Data Highlights Focusing on Race and Ethnicity and Promising Practices. November 2016.
• Vanderbilt University, Center for Teaching, Specific Tools for Difficult Dialogues
• Washington University, St. Louis: Diversity and Inclusion

Books

• Understanding and Dismantling Racism: A Booklist for White Readers. Compiled by Charis Books (independent feminist bookstore).
• Maurianne Adams and Lee Anne Bell, eds., Teaching for Diversity and Social Justice. 3rd ed. Routledge, 2016.
• Ambrose, Bridges, DiPietro, Lovett, and Norman, How Learning Works: Seven Research-Based Principles for Smart Teaching. Jossey-Bass, 2010.
• Stephen Brookfield and Associates, Teaching Race: How To Help Students Unmask and Challenge Racism. San Francisco: Jossey-Bass, 2018.
• Zeta Brown, ed., Inclusive Education: Perspectives on Pedagogy, Policy, and Practice. Reprint ed. Routledge, 2016.
• Sarah Rose Cavanagh, The Spark of  Learning: Energizing the College Classroom with the Science of Emotion. West Virginia University Press, 2016.
• Alicia F. Chávez and Susan Diana Longerbeam, Teaching Across Cultural Strengths: A Guide to Balancing Integrated and Individuated Cultural Frameworks in College Teaching. Stylus, 2016.
• Kimberlé Crenshaw, Neil T. Gotanda, Gary Peller, and Kendall Thomas, eds., Critical Race Theory: The Key Writings that Formed the Movement. New York: The New Press, 1996.
• Margery B. Ginsberg and Raymond J. Wlodklowski, Diversity and Motivation: Culturally Responsive Teaching in College, 2nd ed. Jossey-Bass, 2009.
• Karla Gottlieb and Gail Robinson, eds., A Practical Guide for Integrating Civic Responsibility into the Curriculum [PDF]. 2nd ed. American Association of Community Colleges, 2006.
• Howell, Annie and Frank Tuitt, eds. Race and Higher Education: Rethinking Pedagogy in Diverse College Classrooms. Cambridge, MA: Harvard UP, 2003.
• Inoue, A. B., & Poe, M. (Eds.). (2012a). Race and Writing Assessment. New York: Peter Lang.
• Inoue, A. B. (2015). Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future. Fort Collins, CO: WAC Clearinghouse and Parlor Press. [PDF]
• Asao Inouye, Presidential Address at #4C2019
• Cyndi Kernahan, Teaching about Race and Racism in the College Classroom: Notes from a White Professor James Lang, ed., Teaching and Learning in Higher Education. Morgantown: West Virginia University Press, 2019.
• Lee, Amy, et al. Engaging Diversity in Undergraduate Classrooms: A Pedagogy for Developing Intercultural Competence. ASHE Higher Education Report: Vol. 38 n. 2. Hoboken, NY: Wiley, 2012.
• Amy Lee, with Robert Poch, Katherine O’Brien, and Catherine Solheim, Teaching Interculturally: A Framework for Integrating Disciplinary Knowledge and Intercultural Development. Sterling, Va.: Stylus Publishing, 2017
• Earl Lewis and Nancy Cantor, eds., Our Compelling Interests: The Value of Diversity for a Democracy and Prosperous Society. Princeton: Princeton University Press, 2016.
• Matthew Ouellette, ed. Teaching Inclusively: Resources for Course, Department, and Institutional Change in Higher Education. New Forums Faculty Development. New Forums Press, 2007.
• Howard J. Ross, Everyday Bias: Identifying and Navigating Unconscious Judgments in Our Everyday Lives. Rowman and Littlefield, 2014.
• Samuels, Dena R. The Culturally Inclusive Educator: Preparing for a Multicultural World. New York, NY: Teachers College Press, 2014.
• Claude M. Steele, Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do. Issues of Our Time. W.W. Norton, 2011.
• Start Talking: A Handbook for Engaging Difficult Dialogues in Higher Education.
• Derald Wing Sue, Microaggressions in Everyday Life: Race, Gender and Sexual Orientation. WIley, 2010.
• Elizabeth J. Tisdell, Creating Inclusive Adult Learning Environments: Insights from Multicultural Education and Feminist Pedagogy. Information Series No. 361. ERIC Clearinghouse on Adult, Career, and Vocational Education, 1995.  
• Thomas J. Tobin and Kirsten T. Behling. Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education. Teaching and Learning in Higher Education, ed. James Lang. Morgantown: West Virginia University Press, 2018.
• Tuitt, Haynes, and Stewart, eds., Race, Equity, and the Learning Environment: The Global Relevance of Critical and Inclusive Pedagogies in Higher Education. Reprint ed. Stylus, 2016.
• University of North Carolina, Chapel Hill, Teaching for Inclusion: Resources for the College Classroom
• Cia Verschelden, Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization. Sterling, Va.: Stylus Publishing, 2017.
• Williams, Williams, and Blain, eds., Charleston Syllabus: Readings on Race, Racism, and Racial Violence. University of Georgia Press, 2016. [Online version and bibliography]
• Damon Williams, Strategic Diversity Leadership: Activating Change and Transformation in Higher Education (Sterling, Va.: Stylus, 2013).

Articles, Essays, and Book Chapters

• Inara Scott, Oregan State University, The Scholarly Teacher, “On Becoming a More Inclusive Educator” September 11, 2020
• Elizabeth Hayes Alvarez , “Fostering Open Communication in a Culturally Diverse Classroom,” Chronicle of Higher Education, Sept 18, 2016.
• Joshua Aronson, Carrie B. Fried, and Catherine Good, “Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence.” Journal of Experimental Social Psychology, 38(2), 113-125.
• Crisca Bierwert, “Making Accommodations for Students with Disabilities: A Guide for Faculty and Graduate Student Instructors,” CRLT Occasional Papers, University of Michigan CRLT. No. 17. [PDF]
• Larry A. Braskamp and Mark E. Engberg, “How Colleges Can Influence the Development of a Global Perspective.” Liberal Education 97:3-4 (Fall, 2011).
• Art Chickering and Larry A. Braskamp, “Developing a Global Perspective for Personal and Social Responsibility.” Peer Review 11:4 (Fall, 2009).
• Danowitz, M.A. and Tuitt, F.I. “Enacting Inclusivity Through Engaged Pedagogy: A Higher Education Perspective.” Equity and Excellence in Education 44.1 (2011): 40-56.
• Robin DiAngelo, “White Fragility,” International Journal of Critical Pedagogy 3 (2011); 54-70.
• Lani Florian, “Inclusive Pedagogy: A transformative approach to individual differences but can it help reduce educational inequalities?” Scottish Educational Review 47:1 (2015): 5-14.
• Shibao Guo and Zenobia Jamal, “Nurturing Cultural Diversity in Higher Education: A Critical Review of Selected Models” Canadian Journal of Higher Education 37:3 (2007), 27-49. 
• Shaun R. Harper and Charles H.F. Davis, III. “Eight Actions to Reduce Racism in College Classrooms,” Academe, Nov.-Dec. 2016.
• Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack,” republished by National SEED Project.
• Tania D. Mitchell, "Traditional vs. Critical Service-Learning: Engaging the Literature to Differentiate Two Models." Michigan Journal of Community Service Learning 2008 (Spring), 50-65.
• Jenny Moon, “The Presentation: An Exercise in Reflective Writing.”
• Jenny Moon, Reflection in Learning and Professional Development: Theory and Practice (Routledge, 2013).
• Django Paris, “Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice.” Educational Researcher 41, no. 3 (April 2012): 93–97 doi:10.3102/0013189X12441244.
• Django Paris and H. Samy Alim, “What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward,” Harvard Educational Review 84:1 (Spring 2014), 84-100.
• Stephen John Quaye and Shaun R. Harper, “Faculty Accountability for Culturally Inclusive Pedagogy and Curricula,” Liberal Education, Summer 2007, Volume 93, No. 3.
• Kerry Ann Rockquemore, “Business as Usual?” Inside Higher Ed, Nov. 23, 2016.
• Gloria M. Rodriguez, “Power and Agency in Education: Exploring the Pedagogical Dimensions of Funds of Knowledge.” Review of Research in Education 37, no. 1 (March 2013): 87–120. doi:10.3102/0091732X12462686.
• Derald Wing Sue, Annie I. Lin, Gina C. Torino, Christina M. Capodilupo, and David P. Rivera, “Racial Microaggressions and Difficult Dialogues on Race in the Classroom,” Cultural Diversity and Ethnic Minority Psychology 15:2 (2009), 183–190.
• Vanderbilt University, Center for Teaching, “Teaching in Response to the Election,” Nov. 10, 2016.

Presentations

• Culture Shock (PDF: 1,819 KB)
• Inclusive Culture and Keeping Safe (PDF: 1,307 KB) 

• Healing and Recognition Track Plan (PDF) 
• UOW People Library  (Intranet access only)
• Indigenous Education and Engagement Strategy 2024 – 2028 (PDF)
• UOW Aboriginal Employment Enabling Strategy 2020-2025 (PDF)
• Aboriginal and Torres Strait Islander Education, Research and Engagement Enabling Strategy (PDF)
• ‘You Can’t Say That’: Hints and Tips booklet (PDF) 
• Voice Referendum: Understanding the referendum from a human rights perspective - Australian Human Rights Commission 

Innovate Healing and Recognition Track (HART) Plan (2024 to 2027) statement of intent from BAL:

Over the next few years, the Faculty of Business and Law will continue to develop current HART-related initiatives and endeavour to launch new ones. Among the current ones that will continue and acquire renewed emphasis and focus is identifying and developing further Aboriginal and Torres Strait Islander content in subjects and, in collaboration with the Woolyungah Centre, developing and providing appropriate support for our Indigenous students. In addition, we will be cultivating cultural safety through ongoing reflection and learning to foster respectful and trust-based reciprocal relationships with Indigenous staff, students, and the community. We will proactively seek and nurture community-based partnerships with Aboriginal Elders, knowledge holders, and organisations to enhance a care-based approach to developing the Indigenous talent pool. 

Healing and Recognition Track Plan

Aboriginal and Torres Strait Islander inclusive language practices 

 Source: Words Matter: ECU's Inclusive Language Guide

Talking terminology for Aboriginal and Torres Strait Islander people by Summer Finlay

Research from the Faculty on Indigenous strategy

• Ngarruwan Ngadju: First Persons Health & Wellingmess Research Centre publications

2024
George, R., D’Alessandro, S., Mehmet, M. I., Nikidehaghani, M., Evans, M. M., Laud, G., & Tedmanson, D. 2024. On the Path to Decolonizing Health Care Services: The Role of Marketing. Journal of Marketing, 88(1), pp.138-159. DOI: 10.1177/00222429231209925 [Q1 ABDC A*].

2020
Guevara, M., Moerman, L., & Pupovac, S. 2020. Fortescue vs Yindjibarndi: Land Rights and Welfarism in Third Spaces. Accounting Forum, 44(2), pp.160-175.

Mika, J., Colbourne, R., & Almeida, S. 2020. Responsible Management: An Indigenous Perspective. In Research Handbook of Responsible Management (eds. O. Laasch, D. Jamali, R. Freeman & R. Suddaby), Edward Elgar Publishing Limited, UK. DOI: 10.4337/9781788971966.

2019
Lingard, K., Marchetti, E., & Kelly, T. 2019. Strategies to Support Aboriginal and Torres Strait Islander People to Access and Complete an Undergraduate Law Degree. Journal of Australian Indigenous Issues, 22(3–4), pp.89–109.

2016
Leuzinger, M.D., & Lingard, K. 2016. The Land Rights of Indigenous and Traditional Peoples in Brazil and Australia. Revista de Direito Internacional, 13(1). DOI: 10.5102/rdi.v13i1.4065.

UOW's processes and supporting documentation for managing conduct and performance specific to academic staff and professional services employees are set out in the following documents:

Academic staff

• University of Wollongong (Academic Staff) Enterprise Agreement 2019 (Intranet access only)
• Academic Performance Framework and Guidelines (Intranet access only)
• Code of Practice – Responsible Conduct of Research
• Probation, Performance, Progression and Promotion (Intranet access only)  

Professional staff

• University of Wollongong (Professional Services Employees) Enterprise Agreement 2019 (Intranet access only)
• Professional Staff Misconduct Guidelines (Intranet access only)
• Career Pathways for Professional Services (Intranet access only)
• Probation, Performance, Progression and Promotion (Intranet access only)

• Representation and Decision-making Procedure (PDF)
• UOW Equity, Diversity and Inclusion Policy
• UOW Inclusive Language Guidelines 
• Best Practices for Inclusive Meetings 
• UOW Accessibility and Inclusion Events - Checklist
• ​​​​​​​Creating an email audio signature - Factsheet
• Bullying Prevention
• What is intersectionality? 
• The Conversation: Six misunderstood concepts about diversity in the workplace and why they matter 
• Science in Australia Gender Equality (SAGE) Webinars
• Building Psychological Safety (Moodle site) 

Age inclusive language practices

Source: Words Matter: ECU's Inclusive Language Guide

Seminars and training sessions

• PODS unconscious bias training (Intranet access only)

LinkedIn EDI training modules

• Accessibility
• Across generations
• Allyship
• Boas / micro aggression
• Communication
• Compassion
• Conflict / Bullying
• Cultural Sensitivity
• Diversity and Inclusion
• Gender
• LBQTQI
• Leadership
• Organizational Culture
• Racism
• Work Relations

• EO Online
• Code of Conduct (Intranet access only)
• Integrity and Respectful Workplace Behaviour - UOW Values (Intranet access only)
• Complaints Management Policy
• Sexual Harm Response Policy
• Respect for Diversity Policy

Supporting your wellbeing and creating a care based work context 

• Sexual harassment and sexual assault: What are the drivers and how can staff respond? (Intranet access only)
• Employee assistance program 
• Mental health support
• HR contact (Intranet access only)