Bring inclusive and antiracist writing practice into the classroom

On this page

Working with instructors 

The Student Learning Commons (SLC) team is eager to collaborate with instructors to incorporate inclusive and antiracist writing (and writing assessment) practices into their courses. Past collaborations have included: 

  • Consulting with instructors on writing assignments and/or assessments
  • Consulting with instructors on course activities, including in-class exercises and take-home assignments
  • Developing customized workshops, delivered in class or tutorial time
  • Developing customized writing resources for students to support their work on course assignments 

This webpage provides examples of inclusive and antiracist writing practices that SFU instructors have incorporated into their courses. Instructors are encouraged to take inspiration from these examples and incorporate ideas, as relevant, into their own courses, class activities, and writing assignments. 

If you would like to collaborate with the SLC to incorporate more inclusive and antiracist writing into your course, please contact us at learning-commons@sfu.ca 

Inclusive and antiracist writing workshops 

The Student Learning Commons writing team can develop a workshop to introduce inclusive and antiracist writing principles that align with your course's writing assignments. Request a customized workshop. 

In-class exercises

Do you have an exercise to share? We'd love to spotlight it here! Get in touch at learning-commons@sfu.ca 

 "Writing back" exercise (HUM 318)

In Fall 2024, Professor Eirini D. Kotsovili reached out to suggest an in-class exercise for her Humanities 318 course "Heroines in Greece and Beyond: Political Representations of Women in Film and Literature." The students were working with the 2013 text Gender and Identity: Key Themes and New Directions by Stephen Whitehead, Anissa Talahite, and Roy Moodley. Class discussions often highlighted how dated the language and ideas in the text already seemed; a lot has changed in our thinking about "gender and identity" in society in the past eleven years! 

The class therefore decided to take on a "writing back" exercise: rather than either accept the ideas in their textbook as fact or entirely dismiss them as dated and therefore irrelevant, the students challenged themselves to re-contextualize these ideas, actively deciding what could be made useful from the existing work. 

Writing back example 1: White beauty standards

Original paragraph

“To give an example: all countries in the Far East now appear to have absorbed many of the cultural icons and associated symbols of globalization, but in so doing they are also engaged in reinforcing gender and ethnic stereotypes, not least through Western imagery, while at the same time attempting to retain their unique and "authentic" oriental essence. Many parts of Southeast Asia (e.g., Thailand, Taiwan, Hong Kong, Singapore, Malaysia) are, typically, festooned with countless advertising billboards. But the most cursory examination of such advertising reveals an overwhelming tendency by the advertisers to use light-skinned, Western-looking men and women to promote their products. Indeed, it is an accepted reality in countries such as Thailand that products and services are most effectively promoted when the models used, male or female, are of mixed race origin.This may directly correspond with research that shows the persistent relationship between skin colour and social capital, especially for certain ethnic groups of women-with lighter skin colour evidently improving such women's chances for educational attainment, higher incomes, and higher spousal status (see, for example, Hunter, 2002), Similarly, skin whitening products are now extremely popular in many Asian, African, and Far East countries, although women appear to be the main consumers, not men. But is the advertising merely reflecting a social condition that is already present, or is the social conditioning an effect of the advertising? (See Adel, deBruin and Nowak, 2010; Mackie, 2011)."

 ​Whitehead, S., Moodley, R., & Talahite-Moodley, A. (2013). Gender and identity: Key themes and new directions. Oxford. p. 154

Students write back 

"To give an example: it is intriguing to see if and which members of countries across the globe have experienced colonialism and continue to through post-colonialism methods, such as the advertisement of cultural Western icons (example: Hollywood, Disney, and North American media). Westernized Euro-centric beauty standards (as portrayed in popular media and advertisements) reinforce both gender and ethnic stereotypes. This is done by glamourizing an inherently white beauty standard and fetishizing the “exotic,” racialized body. Commonly, these Southeastern countries are able to have agency in their consuming choices while maintaining their own authentic ethnic and cultural identity. Yet, countries directly or indirectly affected by colonialism, such as Thailand, Taiwan, Hong Kong, Singapore, and Malaysia, experience the effects of advertisements by Western companies that continue to influence the business structures of Asian beauty companies, which are rationalized under the umbrella of globalization. Post-colonial strategies, such as these said advertisements, usually portray ethnic bodies in an unjust hierarchal standard of whiteness that affects beauty standards, success in educational institutions, and socio-economic status, like marital status. Products that contribute to skin-whitening are a problematic outcome of the effects of these colonial ideologies, that may be marketized across Asia, Africa, and the Middle East and bought by beauty industry consumers. Furthermore, this complicates the relationship between social conditions that are derivative from advertisements regardless of scholarly debate." 

HUM 318 Students: Molly Symington, Mattea Cifrek, Rachel Lo, Tianzi Tang

Students' considerations in writing back

Below are some notes that Molly, Mattea, Rachel, and Tianzi made about their work. What do you notice about the changes they made? Do you see their ideas reflected in those changes? 

  • Western beauty ideals are influencing Asia/modeling (as discussed on page 154)
    • Outdated
    • Discussion of Orientalism, Femininity, Harm of Beauty Standards
    • Terminology of “Far East” - far for whom?
    • Not indicating colonialism in discussion of “Social Condition”
    • “South East Asian Cities”
      • lists colonized cities and doesn’t mentioned they are colonized
      • what is meant by ““authentic” oriental essence”? 

Source consulted: Mady, S., Biswas, D., Dadzie, C. A., Hill, R. P., & Paul, R. (2023). “A whiter shade of pale”: Whiteness, female beauty standards, and ethical engagement across three cultures, 31(1), 69–89. https://doi.org/10.1177/1069031X221112642

Writing back example 2: Queer theory 

Original paragraph

"At the level of everyday social discourse, the term queer can be, and often is, enlisted to identify, marginalize, and denigrate gay and lesbian identities and expressions. Within academic discourse, which is where for the most part queer as theory resides, the term can be used to identify, deconstruct, critically interrogate, and perhaps celebrate the purposely performed marginal within not just gay, bisexual, transgendered, and lesbian identities, but all 'alternative' expressions of gender and sexuality, wherever and from whomever they originate.

"Queer theory attempts to grapple with precisely these disruptions to 'naming' while also promoting them as a way of recognizing the instability at the heart of our identity. It forces us to question the heterosexual paradigm that continues to structure if not define, to some degree, all expressions of gender and sexuality. Furthermore, queer theory requires us to accept that white, Western, heterosexual, middle-class understandings of what is 'normal' in gender and identity are nothing of the sort. Such positions are subjective and therefore partial, politicized, and sectarian. What they are not, or should not become or be promoted as, is the primary point of reference for all those other identities subsequently positioned as different, unnatural, and 'other.'"

Whitehead, S., Moodley, R., & Talahite-Moodley, A. (2013). Gender and identity: Key themes and new directions. Oxford. p. 79

Students write back 

"At the level of everyday social discourse, the term  can be, and often is, enlisted to identify, marginalize, and oppress 2SLGBTQIA+ identities and expressions. In contrast, the academic discourse surrounding queer theory is capable of exploring, highlighting, and performing the fluidity of gender and sexuality. Recognizing and engaging with these discussions that surround historically marginalized identities can be a way to uplift and celebrate an inclusive spectrum of human expression. 

"Queer theory serves to recognize instability at the heart of an individual’s identity; it allows individuals to question conventions of cis-gendered and heterosexual paradigms, which have been politically and socially constructed. Furthermore, queer theory encompasses metaphysical understandings of what gender identity entails."

HUM 318 Students: Julia Vellescig and Olivia Finlayson (note-taker)

Students' considerations in writing back 

Below are some notes that Julia and Olivia made about their work. What do you notice about the changes they made? Do you see their ideas reflected in those changes? 

  • The textbook discusses the term “queer” as an all-encompassing term for, as the textbook puts it, “alternative” expressions of gender and sexuality
    • The word “alternative” is problematic if the goal of this introduction is to be open to identities outside the male/female + straight binaries
    • The word “alternative” also is indicative of category itself, and neat categories of of sexuality and gender do not reflect the fluidity of queer theory, and contemporary views of queer theory
  • Section stresses the importance of “naming” and disrupting “naming,” and yet dubs all identities outside of LGBT as “alternative”
  • This section is slightly contradictory, and would benefit from a more uniformly constructed section that stresses inclusivity at the same time that it participates in it
  • An overall limited capacity of envisioning a full spectrum of identity and expression
  • Looked at a source “Critical Response 1: Queer Theory Continues to Take Shape” which discusses the fluidity and metaphysicality of gender and sexuality 

Source consulted: Kahan, B. (2024). Critical response I: Queer theory continues to take shape. Critical Inquiry, 51(1), 2024, pp. 166–72.  https://doi.org/10.1086/731569.

 Course assignment: Peer review through an antiracist lens (HSCI 340)

Health Sciences professor Nicole Berry incorporates a peer review activity into her Health Sciences 340 course "Social Determinants of Health." For these peer reviews, she encourages her students to complete "equity-centered assessments" of the resource documents their peers have created.

Equity-centred assessments

These equity-centered assessments ask students to provide feedback to one another on: 

The introduction 

The introduction should clearly value the perspective of the equity-deserving group as a source of knowledge and experience. The tone should be one of learning from the equity-deserving group rather than talking about "them" in an othering way. 

Does the introduction achieve this tone?

  • If so, please highlight one example of wording/sentence in the introduction that supports the role of the equity-deserving group as experts and explain their strengths.

OR

  • If not, please highlight a specific sentence in the introduction that undercuts this tone and provide specific, constructive feedback on how to improve the tone.

The resource section 

Read over the resources and find two that best highlight the perspectives of the equity-deserving group.

Engage with the resource (for example, if the resource is a podcast, listen to it, if the resource is an article, read it, etc.).

Respond to the following prompts:

  • Who are the authors of this resource and what is their relationship to the equity deserving group? You may need to do some research to figure this out.
  • How were the perspectives of the equity-deserving group incorporated into the resource
  • Comment on how well this resource captures the perspectives and lived experiences of members of the equity-deserving group.

Please comment on whether you think that overall the resources adequately represented the equity-deserving group’s perspectives. 

The "actions you can take" section 

Describe an example of structural/systems level change that your peers suggest would alleviate the health equity issue.

Structural/systems level changes will address root causes (e.g., policies, laws, etc.) instead of intervening in the symptoms produced by the structural /system level (e.g., health intervention programs).

OR

If you cannot find a structural/system level change, please detail other actions suggested, and explain why you do not think that they are systems level changes. 

Inclusive and antiracist writing 

What section of the SLC's Guide to Inclusive and Antiracist Writing is most relevant to this resource document?

Using at least two specific example sentences, please comment on the strengths that you find, or improvements that need to be made according to instruction in the writing guide.

Some particular things to look out for: 

  • Does the writing clearly and consistently indicate who is saying what, including through the use of paraphrasing and direct quotations?
  • Look at the subjects of the sentences. Grammatically, it is the subject that takes action and therefore, on the level of the sentence, subjects are empowered. Conversely, regularly being in the object position in a sentence can create a sense of disempowerment in writing. Does the writing put the equity-deserving group in the subject position in sentences?
  • Search the document for instances of the authors using “they,” “them” or “theirs” to refer to the equity-deserving group.If you find some, please choose an example sentence, and re-word it so that the sentence still fits well into the context, and eliminates the use of they, them or theirs.

More generally, instructors can encourage students to be equity-centered peer reviewers for each other by asking them to read each others' work with these high level questions in mind: 

  • Who is being centered or excluded in this work, including in the writing and in the references list?
  • What assumptions are present?
  • Does the language used feel intentionally inclusive? 

Such a peer review exercise can be meaningfully concluded by asking peer reviewers to reflect, including asking them to consider how their experience of reading their peers' work shifts when they focus on the potential impact of the writing, rather than simply on the content or the grammar. 

 Course assignment: Headline analysis 

Instructors can encourage students to become critical and reflective readers of the content that they encounter "in the wild," such as in media headlines or even in social media posts. 

Prompt: Pick a headline, social media post, etc. and analyze the framing, tone, and possible bias. 

Students can be encouraged to make use of the Inclusive and Antiracist Writing Guides to support their reading of these examples. 

Reflection: How could this be rewritten to reflect care, accuracy, or dignity? 

 Course assignment: Policy rewrite

Instructors can encourage students to become critical and reflective readers of policies that shape their experiences including, for example, policies found in course syllabi. 

Prompt: Take a short policy (ideally one that impacts your own life in some way) and rewrite it in a way that communicates care, access, and flexibility. 

Students can be encouraged to make use of the Inclusive and Antiracist Writing Guides to support their reading of these examples. 

Reflection: How does the rewrite shift power or tone? Who might feel more welcomed? 

 In-class exercise: Working through samples

Instructors can ask students to work through the examples that are found throughout the guides, solo, in pairs, or in small groups. They can discuss the reflection questions included with the examples and come up with their own re-writes for the examples. It is great if groups come up with multiple ways to revise an example!

Here is an example of the types of writing samples that are found throughout the guides, including some reflection questions and a sample revision: 

Neighbourhood resistance to temporary modular housing sends a hostile message to the homeless.

Things to think about and possible revision 

Reflection questions

  • Who is being centered in this writing?
  • Who might be intentionally or unintentionally excluded?
  • What assumptions are present?
  • Is the writing accessible across experiences and perspectives?
  • Does the language reflect care? Awareness? Erasure? Supremacy?

Our thoughts 

This is an example of an adjective representing a group. This sentence creates a generalization where more specificity is in order.  

Possible revision 

“Neighbourhood resistance to temporary modular housing sends a hostile message to those who need that housing, including those experiencing homelessness, housing instability, or who are under-housed.”

Further resources

You can download the complete Inclusive and Antiracist Writing Guide, with expanded explanations, on the Overview Page.

SLC Inclusive and Antiracist Writing Guides © 2019 by Julia Lane is licensed under CC BY-NC-SA 4.0.