Niagara College EDI Equity and Inclusion Terms and Phrases
Equity and Inclusion Terms and Phrases
Language and terms related to equity, diversity, and inclusion changes regularly as we learn more.
Below is a list of terms that might be helpful for members of our Niagara College community to know. If there is a term you are looking for that you don’t find below, please contact us with your suggestion so we can make sure to add it. If you are wondering about it, chances are, others in our community might be as well!
| Term | Definition |
|---|---|
| 2SLGBTQIA+ | An acronym forTwo Spirit, Lesbian, Gay, Bisexual, Trans, Queer (or Questioning), Intersex, and Asexual. Two Spirit (2S) is placed first in the acronym as a reminder that Indigenous peoples (First Nations, Metis, and Inuit) and to acknowledge that their understandings of gender and sexuality predates binary colonialist definitions. The ‘+’ includes all new understandings of sexuality and gender. |
| Ableism | Ableism refers to the discrimination and social prejudice against people with disabilities, stemming from the belief that people without disabilities are superior. At its core, ableism is based on the notion that people with disabilities need to be "fixed" and judges’ people primarily by their disabilities. Like racism and sexism, ableism devalues entire groups of people, perpetuating harmful stereotypes, misconceptions, and generalizations about those with disabilities. Ableism judges people according to a standard by which being able-bodied is the norm even though, as disability activists point out, we are all only ever temporarily able bodied. The idea here being that anyone who lives long enough, either via accident or illness or age will experience at least one disability at some point in their life. |
| Accessibility | Accessibility is achieved when products, devices, services, and environments are designed to allow people with disabilities to use them easily and effectively. Within the province of Ontario, accessibility standards are defined through the Accessibility for Ontarians with Disabilities Act (AODA). |
| Accessible or Universal Washroom | Accessible or universal washroom is an enclosed space with a barrier free toilet, sink and turning space so that a wheeled mobility device may be accommodated. |
| Accommodation | An accommodation is a modification to rules, policies, practices, or tasks to ensure that a person can fully participate in the workplace, the classroom etc., without discrimination (i.e., notetaker). |
| Ageism | Ageism includes a mindset and system of power that links age and capacity in ways that exclude, and discount perspectives based on a person’s age. For example, an individual may be discounted for a job application based on the belief that they are “too young” or “too old” to do it. This results in individual cases of age discrimination and wider systemic biases in services and programs. Such discrimination violates human rights laws, as illustrated by the Ontario Human Rights Code, which prohibits unfair treatment based on age in areas like employment, housing, and access to goods and services. |
| Allyship | Allyship is a practice, not an identity. It refers to persistent and active action by those in positions of privilege, in solidarity with and accountability to equity-deserving groups. Allyship requires us to take on the difficult work of re-evaluating our own knowledge and actions in ways that intentionally question and challenge power imbalances. |
| Anti-Oppression | Anti-Oppression is an approach that examines how larger systems establish and protect the unearned privilege and power of some groups while simultaneously creating and maintaining unfair and challenging conditions for others. These imbalances in power are a result of these larger systems. It focuses on the experiences of marginalized groups to create systems and structures that benefit everyone. It aims to identify and address the oppressions present in society, reduce their impact, and address power imbalances. |
| Anti-Racism | Anti-Racism involves actively engaging in identifying and addressing racism by altering institutions, organizational structures, rules, practices, and attitudes to equitably redistribute and share power. This process works to eliminate the structures and actions that perpetuate systemic racism; patterns of behaviours, structures or policies that are exclusionary and disadvantage Indigenous, Black, and people of colour . Learning, unlearning, and relearning are all necessary components of anti-racism practice. Understanding the effects of racism, becoming aware of our own privilege, and considering how each of us might unintentionally support systemic racism are a few examples of what this could entail. |
| Barrier | Barrier refers to an obstacle that prevents a person from fully participating in any aspects of society. This can include, but is not limited to, physical, architectural, attitudinal, economic, technological, and created barriers such as policies or practices. |
| BIPOC | An acronym that stands for Black, Indigenous, and a Person of Colour (BIPOC). |
| Brave Space | Brave Space is often defined as distinct from safe space. The idea here is that we often cannot guarantee that space will be safe for everyone since people come into that space with a variety of experiences and knowledge levels. Brave spaces are ones where all participants can participate equitably, hold one another accountable, and have space to learn and grow. The idea of brave spaces recognizes that discomfort often accompanies learning and growth, we can all make mistakes, and by entering the space, we are committed to recognizing and growing from our mistakes. |
| Colonialism | Colonialism involves imposing the cultural, social, political, and economic systems of one group over another. It usually includes the takeover of land and exploitation of resources of the colonized population for the benefit of the colonizer. |
| Colonization | Colonization is the process of politically, physically, and intellectually occupying a territory, typically involving the forceful removal of Indigenous populations. This can result in settler-colonialism, various forms of colonial and neo-colonial relationships, and ongoing impacts of coloniality that affect social, cultural, and economic structures. |
| Cultural Humility | Cultural Humility defines a lifelong process of self-reflection and self-critique where individuals examine their personal background to understand how that has shaped their experiences. Through the process of self-reflection individuals identify the limitations of their point of view and their own biases, assumptions, and values. With this understanding, individuals commit to engaging with others from a place of learning and respect. |
| Diversity | Diversity refers to the wide range of elements or characteristics of the people who make up a community. This includes, but is not limited to, intersecting characteristics such as age, racial identity, ethnicity, religious beliefs, gender identity, sexual orientation, economic status, ability, and citizenship status. A diverse community is one whose membership is not limited on the basis of any one identity category, but is instead heterogeneous and enriched by multiple perspectives. |
| EDI Catalyst | Equity, Diversity, and Inclusion (EDI) Catalysts are members of the NC community who lead projects for the actions identified in the EDI Blueprint and work to continue to enhance equity, diversity, and inclusion across the college. EDI Catalysts reflect various departments, levels of the organization, lived experiences, and diverse perspectives. |
| Equity | Equity is about achieving equal outcomes by providing resources and opportunities based on the unique circumstances and needs of individuals or groups. Whereas the notion of equality focuses on providing all individuals and groups with the same resources, equity is about aligning resources and opportunities to circumstances in order to achieve equitable results and outcomes. Working to achieve equity across an organization involves identifying and addressing the often unintended, differential impacts of various policies and practices. |
| Equity-Denied Group | Equity-denied groups refers to communities that experience barriers to equal access, opportunities, resources, and outcomes as a result of historical and/or ongoing discrimination and exclusion. The term is mean to shift the onus away from those groups seeking equity toward consideration of the ways in which organizations ought to identify and address barriers to equity. The barriers experienced may be attitudinal, physical, and/or socio-cultural, and related to identity characteristics such Indigenous identity, gender identity, sex, sexual orientation, race, religious affiliation, disability, citizenship status, age, ethnicity, and economic status. |
| Gender-Neutral Washroom | Gender-neutral washroom is an accessible single-person washroom facility that is not labelled or meant for people from any specific gender to use (i.e. no typical male or female sign on the door). |
| Guswenta Two Row Wampum | Guswenta Two Row Wampum is a beaded belt and mutual treaty agreement made between the Haudenosaunee and the Dutch in 1613. It outlines the conditions under which the Haudenosaunee welcomed European newcomers to the land. The belt specifically includes two sets of purple beads, one representing the laws and customs of the Haudenosaunee and the other representing European laws and customs. The two exist side-by-side in a relationship of lasting peace and friendship. As part of the development of this treaty, also referred to as the Silver Covenant Chain of Friendship, the Haudenosaunee specifically rejected the idea that the relationship would be like that between a father and son. Instead, it was specifically agreed that the Haudenosaunee people and Europeans would be like siblings, travelling side by side, and that “neither will attempt to steer the other’s vessel.” This part of the Wampum agreement highlights the place of mutual respect and sovereignty. |
| Heteronormativity | Heteronormativity is a discourse that assumes heterosexuality as the standard and prioritizes and privileges it over all other sexual orientations. It also perpetuates the gender binary in three specific ways: 1) the belief that there are only two biological sexes (male and female), 2) that those two map directly on to two and only two gender identities (man and woman), and 3) that the only natural and standard sexual orientation is heterosexual attraction between these (i.e. men and women should only be attracted to each other). |
| IBPOC | An acronym that stands for Indigenous, Black, and a Person of Colour (IBPOC). |
| Inclusion | Inclusion is a product of intentional organizational culture and practices that create a sense of belonging for its members, regardless of their individual background and characteristics. Inclusion results from an organizational culture where everyone feels welcome, respected, and heard. In an inclusive community, the contributions of all individuals and groups are valued and can play a role in shaping the present and future of the community. |
| Indigenous Education Management Circle (IEMC) | Indigenous Education Management Circle is a group of 15 people with connections to Indigenous communities in the Niagara region. The IEMC is a vehicle for community connection and a liaison point with Indigenous communities. It works to connect to community and to provide advice to ensure that the educational needs of Indigenous people are met, that culturally appropriate education is available through Niagara College, and to support Indigenous Education in providing resources and services to all Indigenous students and anyone wishing to learn more about Indigenous cultures and heritage. Their work is done in ways that ensure ongoing respect for Indigenous sovereignty. |
| Indigenous Peoples | Within Canada, the term refers to First Nations, Inuit groups, and Métis of Turtle Island. It is important to recognize that each Indigenous group has its own history, identity, spiritual traditions, and language. |
| Indigenous Ways of Knowing, Being, and Doing | Indigenous Ways of Knowing, Being, and Doing refers to some shared commonalities across various Indigenous nations. More specifically, it is a way of engaging the world that is wholistic, taking into account physical, emotional, spiritual, and intellectual elements of experience, and recognizes interconnectedness among all living beings and to land. This can be supported in post-secondary environments through what Kirkness and Barnhardt call the four Rs: respect for the cultural integrity of Indigenous peoples, relevance of Indigenous perspectives and experience for education, reciprocal relationships within post-secondary institutions between and among students and teachers, and responsibility for education through increased participation. |
| Intersectionality | Intersectionality is a term defined by Dr. Kimberlé Crenshaw, and initially used within legal scholarship, to identify how multiple forms of discrimination can overlap in complex, cumulative, and mutually reinforcing ways to impact particular people and groups. The concept reminds us that if we are addressing discrimination, we need to consider a person or group’s whole identity, rather than any one aspect of that identity on its own. |
| Human Rights | Human Rights are the basic rights and freedoms to which every person is entitled by virtue of being human. In Ontario, they are defined by the Ontario Human Rights Code to include protection from discrimination in the following areas: accommodation; contracts; employment; goods, services, and facilities; membership in unions, trade, or professional associations. No person can be discriminated against in these areas on the basis of these protected grounds: age, ancestry, colour, race, citizenship, ethnic origin, place of origin, creed, disability, family status, marital status (including single status), gender identity, gender expression, sex (including pregnancy and breastfeeding), and sexual orientation. |
| Microaggression | Chester Pierce coined the term "microaggression," to characterize Black employees' experiences at work and the small but striking ways they encounter prejudice on a daily basis. The phrase has since come to encompass the subtle, every day, and (often) unintentional slights or insults that indicate hostility and bias (i.e., ableism, sexism, homophobia, etc.) experienced by members of any equity-denied community. |
| Neurodivergent | Describes people who experience and interact with the world in diverse ways. When speaking about an individual, use neurodivergent. |
| Neurodiversity | Neurodiversity is used to describe the various ways in which people can experience and interact with the world. The term “neurodiversity” was coined by sociologist Judy Singer in the late 1990s to promote equality, inclusion, and address stigma against people with neurological and developmental conditions such as autism spectrum disorder (ASD) or attention-deficit/hyperactivity disorder (ADHD). |
| Neuroinclusive | An environment that is adaptable, flexible, and supportive to enable participation for all individuals. |
| Neurotypical | Refers to individuals whose development and functioning are considered typical or within societal norms for learning, behaviour, and social interaction. |
| Oppression | Oppression is the organized subjugation of one social group by a more powerful group, with the aim of gaining social, economic, and political advantages for the more dominant group. According to Rita Hardiman and Bailey Jackson, oppression occurs when the following four conditions are present:
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| Patriarchy | Patriarchy is a social system in which men hold primary power and authority, influencing various aspects of life, including family structures, political leadership, and economic control. In patriarchal societies, traditional gender roles often privilege men over women, leading to disparities in rights, opportunities, and social status. This system can manifest in cultural norms, legal frameworks, and institutional practices that reinforce men’s dominance and the subordination of women. |
| Positive Space | Positive Space is an environment that is welcoming, inclusive, and respectful of members of the 2SLGBTQIA+ community. Creating positive and inclusive spaces requires the identification, dismantling, and elimination of assumptions present within those spaces (For example, forms that provide “woman” or “man” as the only gender options). |
| Power | Power is unevenly distributed both globally and within Canadian society, with certain individuals or groups having more access to resources and control over them. Social factors like wealth, citizenship, race, gender, and education, etc. influence how power operates. Power may be used intentionally for harm, but individuals can also benefit from power they are unaware of. Recognizing power dynamics is crucial for promoting social change. Power manifests in several forms, including the ability to define, make decisions, establish or change rules, and influence decision-makers. These forms of power can operate on different levels: Personal Power: The self-determination and power an individual holds in their personal life and relationships. Social Power: Collective self-determination and the grassroots organization of personal power to shape social lives. Institutional Power: The ability to create and influence rules, policies, and decisions within an institution. Structural Power: The power to shape the rules, policies, and actions that govern interconnected institutions or industries. |
| Privilege | Unearned social power granted by both formal and informal societal institutions to all members or perceived members of a dominant group. Privilege is often unnoticed by those who benefit from it because society teaches them not to recognize it, yet it still gives them an advantage over those who lack it. For example, a person without disabilities has able-bodied privilege. This does not mean they have no hardships in their lives, but it does mean that ableism is not the cause of those hardships. While a person with disabilities would need to take additional time to research accessible features such as washrooms, parking, or elevators prior to visiting campus, an able-bodied person does not have to do this and can use that time to do additional prep for an exam or a job interview. |
| Queer | The term queer is used by some people, to describe a wide range of gender identities and sexual orientations that are not exclusively cis-gender or heterosexual (e.g., queer person, queer woman). For many who identify as queer, labels like lesbian, gay, or bisexual may seem too narrow or carry connotations that don’t fit their experience. Although "queer" was once a derogatory term, it has been reclaimed by some in the 2SLGBTQIA+ community as a self-descriptor. However, it is not universally embraced within the community, so use it with care, particularly when referring to someone’s self-identification or quoting them directly. Always ask individuals how they prefer to identify before applying any labels. |
| Safe Space | Safe Space is focused on providing support without judgement, discrimination, harassment, or harm. In a safe space, people are able to show up as themselves, share their experiences, and be comfortable that their identities will be affirmed without having to take on the weight of educating others. |
| Settler Colonialism | Settler colonialism is a type of colonization where outsiders occupy land inhabited by Indigenous peoples and claim it permanently. This form of colonization continues as long as settlers remain on the appropriated land, as exemplified in Canada. |
| Systemic Racism | Systemic racism encompasses the organizational culture, policies, practices, or procedures that systematically exclude, displace, or marginalize racialized groups, thereby creating unjust barriers for them to access benefits and opportunities. This is frequently a consequence of institutional biases embedded within the organizational culture, policies, practices, and procedures, which may outwardly appear impartial but ultimately favor certain groups while disadvantaging others. |
| Turtle Island | Turtle Island is a term that some Indigenous nations, including the Haudenosaunee and Anishinaabe, use to refer to the North American continent. The term emerges from some Indigenous oral histories, and its use to refer to the continent is an act of reclamation in the face of colonial erasures of Indigenous cultures and ways of naming the land. |
| Unconscious Bias | Unconscious or implicit bias refers to the unconscious assumptions, beliefs, stereotypes, and attitudes that each of us hold. Whether directed towards individuals, locations, or circumstances, unconscious biases are often the result of misinformation and misunderstandings that occur outside of our conscious awareness. As part of our efforts to promote equity, diversity, and inclusion, it is crucial that we recognize and address our unconscious biases. By doing so, we may better understand the effects of unconscious bias and develop strategies for changing our behavior. |
References
- Alberta Civil Liberties Research Centre, “Racism and Power” (2018).
- Asante, M. (2006). Forward. In G.J. Sefa Dei and A. Kempf (Eds.), Anti-colonialism and education: The politics of resistance (pp. ix-x). Rotterdam, Netherlands: Sense Publishers.
- Baines, D. (2017). Doing Anti-Oppressive Practice Social Justice Social Work Third Edition.
- Canada’s Anti-Racism Lexicon
- CARED Glossary (2020).
- Hurwitz, L., & Bourque, S. (2014, June 6). Settler Colonialism Primer. Unsettling America. https://unsettlingamerica.wordpress.com/2014/06/06/settler-colonialism-primer/.
- Racial Equity Tools Glossary
- Smith, L., Yang, K., & Tuck, E. (2019). Indigenous and decolonizing studies in education: mapping the long view. Routledge, an imprint of the Taylor & Francis Group.
- University of Toronto Ontario Institute for Studies in Education. (2025). Colonialism, Coloniality & Settler Colonialism. Colonialism, Coloniality & Settler Colonialism | Ontario Institute for Studies in Education.
- “What Is Racism?” − Dismantling Racism Works (dRworks) web workbook
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