Inclusive Language

Purpose

The Journal of Global Higher Education (JGHE) is committed to fostering an inclusive academic environment that respects and values diversity in the global landscape. This language policy aims to guide authors, reviewers, and editors in using respectful, bias-free, and accessible language that acknowledges the diversity of people, cultures, and languages in the global higher education community. 

The policy applies to all content submitted to JGHE, including research articles, critical reflections, practice articles, creative pieces, and other scholarly works. As a community-led, global journal, we see the adoption of inclusive language practices as an essential part of our commitment to equity, diversity, and inclusion.  

Recognising the inclusive language practices are constantly evolving, the policy presented here is a living document open to development and change over time. Our aim is to offer guidance that is supportive and constructive, not prescriptive, and that is to assist and include rather than to exclude. We welcome discussions about thoughtful reasons to use language in different ways. 

Cultural sensitivity 

  • Be mindful of cultural and regional contexts: when using culturally-specific idioms and expressions, provide clear linguistic and cultural translations to support understandings across diverse readerships (Curry & Lillis, 2013).
  • When discussing cultural practices or national, regional, racial contexts, ensure respectful, accurate framings, and avoid reproducing essentialist over-generalisations (Phillips, 2010)
  • Use inclusive, respectful language, avoiding biased terminology related to culture, language, race, ethnicity, gender, disability, and other identities (APA, 2023)

Linguistic diversity and multilingual practices 

  • JGHE recognises the global diversity of Englishes (Lillis & Curry, 2010). Variations of English language should not be corrected to conform to a single standard or certain ‘native’ form. Instead, the focus should be on the clarity and accessibility of academic communication for international audiences.
  • Inclusive citation practices are encouraged: cite scholarship from a variety of global contexts, including non-English sources where relevant. When citing non-English text, present the original language title first followed by English translations in brackets. 
  • When introducing culturally specific terms, include the original language term first, followed by an English translation and/or explanation in brackets. 
  • To promote diversity and accessibility, authors are invited to submit abstracts in both English and another language. Both versions are treated as integral to the submission and will be published together to enhance reach and to support broader readership and engagement. Authors are responsible for the accuracy of multilingual abstracts and must acknowledge anyone who contributed to the translation. 

In global higher education research, going beyond English is not merely a courtesy but a leadership contribution to a more inclusive, accessible, globally connected scholarly ecosystem (Canagarajah, 2002; Lillis & Curry, 2010). For authors who are not fluent in another language, we encourage co-authorship or collaboration with multilingual colleagues or the use of professional academic translation services. Making this effort models solidarity with multilingual scholars who continually navigate the complexity and bear the burden of publishing in English. It helps redefine scholarly norms, signalling a commitment to linguistic justice and an openness to engage with knowledge and conversations beyond English-speaking networks in academia. This effort may also offer potential benefits such as more citations, broader readership, or more inclusive conversations.

 Identity and representation 

  • Use language that individuals and communities use to describe themselves (C4DISC, 2022) – avoid making assumptions and recognising language preferences are subjective 
  • Reject language that is patronising, disempowering, or suggestive of deficit models
  • Be mindful when using collective nouns in ways that assume homogeneity - for example, ‘international students often struggle with…’, ‘Chinese students are known for their…’,  ‘African researchers tend to… ’, or ‘in contrast to the Western world, non-Western universities lack…’.

Resources 

The above list is not exhaustive. The journal encourages authors and reviewers to consult the following resources for further guidance on inclusive language:

References

APA (2023). Bias-free language. APA Style, American Psychological Association. https://apastyle.apa.org/style-grammar-guidelines/bias-free-language/ 

Canagarajah, A. S. (2002). A Geopolitics Of Academic Writing. Pittsburgh: University of Pittsburgh Press.

Curry, M. J., & Lillis, T. (2013). A scholar's guide to getting published in English: Critical choices and practical strategies. Bristol: Multilingual Matters. 

C4DISC (2022). Guidelines on Inclusive Language and Images in Scholarly Communication. https://c4disc.pubpub.org/guidelines-on-inclusive-language-and-images-in-scholarly-communication 

Lillis, T.M. & Curry, M.J. (2010). Academic writing in a global context: The politics and practices of publishing in English. London: Routledge.

Phillips, A. (2010). What's wrong with Essentialism? Distinktion: Scandinavian journal of social theory, 11(1), 47-60.

This policy will be reviewed periodically to ensure its relevance. Feedback and suggestions from the academic community are welcome and can be directed to the editorial board.​

Inclusive Language Policy © 2025 by Huang, Z.  is licensed under CC BY-ND 4.0. To view a copy of this license, visit https://creativecommons.org/licenses/by-nd/4.0

Please reference as: Huang, Z.  (2025) Inclusive Language Policy. Journal of Global Higher Education. 

Version 1, 2025.