Navalta James W, Davis Dustin W, Thomas Jafrā D, Garver Matthew J, Siegel Shannon R, Reece Joel D, Maples Jill M
Department of Kinesiology and Nutrition Sciences, University of Nevada, Las Vegas, Las Vegas, NV, USA.
Department of Kinesiology and Public Health, California Polytechnic State University-San Luis Obispo, San Luis Obispo, CA, USA.
Int J Exerc Sci. 2024 Jun 1;17(8):730-749. doi: 10.70252/TVIW9464. eCollection 2024.
The (IJES) Working Group for Opportunity, Representation, and Diverse Perspectives was tasked with developing a position stand to provide guidance in critical areas of inclusion. We present to authors, reviewers, and all readership IJES ideals to utilize in practice. Key points are presented, followed by a deeper look with greater explanation into the areas of inclusive language, diversity and inclusion in research, and accessibility. The same approach is presented for the areas of age, disability status, gender identity and sexual orientation, race, and ethnicity with attention to Indigenous Communities, religion, socioeconomic status, and neurodiversity. Person-first language is encouraged, with the acknowledgment that the preference of different community members may vary. IJES is committed to maintaining an environment that is welcoming to all identities so that they feel valued, respected, and included.
《国际教育研究杂志》(IJES)机会、代表性和多元视角工作组的任务是制定一份立场声明,为包容性的关键领域提供指导。我们向作者、审稿人和所有读者介绍IJES在实践中可加以运用的理想理念。文中列出了关键点,随后对包容性语言、研究中的多样性与包容性以及可及性等领域进行更深入的探讨并给出更多解释。针对年龄、残疾状况、性别认同和性取向、种族以及族裔等领域也采用了同样的方法,并关注原住民社区、宗教、社会经济地位和神经多样性。鼓励使用以人为本的语言,同时认识到不同社区成员的偏好可能会有所不同。IJES致力于营造一个欢迎所有身份认同者的环境,让他们感到被重视、被尊重和被包容。