Part 3 - Teaching
& Promotional Material
When presenting material and examples in class, lecturers
should consider the relevance of such material to all students.
The experience of women, Aborigines, immigrants or people
with disabilities, for example, is as much a part of "the
real world" as the experience of other groups.
Promotional material, such as posters, videos and brochures,
or teaching material, such as slides, overheads or other
illustrations, should feature the diversity and cultural
richness of our society where possible.
Assignments
Students can use this Guide as an aid in writing assignments
that are free of discriminatory language.
The EEO Unit expects further material for this section
to be generated from the ideas advanced at the Education
Conference '93 sponsored by the UNSW Professional Development
Centre. The EEO Unit will liaise with the Professional Development
and this segment will be completed in Stage 2 of the project.
Part 4 - Additional
Sources of Information, Advice and Referral
Staff or students with complaints or concerns should approach:
Internal Sources
| Adviser to Students with disabilities |
|
| Appropriate Supervisor |
| School/Department/Work Unit Head) |
| Director, Office of Postgraduate Studies |
|
| Equal Employment Opportunity Unit |
|
| Equal Employment Opportunity Officer, UC/ADFA |
|
| International Student Centre |
|
| Postgraduate Department, Student Guild |
|
| Student Services/Counselling |
|
| Student Guild |
|
|
| External Sources |
| their Unions or Associations |
| Anti-Discrimination Board of New South Wales |
| Industrial Commission (with representation by the
appropriate employee association) |
| Community Justice Centres |
| Human Rights and Equal Opportunity Commission, head
Office, Sydney, New South Wales |
| Privacy Committee of New South Wales |
|
Privacy Policy