Universal Design for Belonging: Living and Working with

Western UniversityScholarship@Western

Anthropology Publications Anthropology Department

2017

Universal Design for Belonging: Living andWorking with Diverse Personal NamesKaren E. PennesiUniversity of Western Ontario, [email protected]

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Citation of this paper:Pennesi, Karen (2017) “Universal Design for Belonging: Living and Working with Diverse Personal Names.” Journal of Belonging,Identity, Language and Diversity 1(1):25-44.

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JournalofBelonging,Identity,Language,andDiversity(J-BILD)•Vol.1(1) Revuedelangage,d’identité,dediversitéetd’appartenance(R-LIDA)

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UNIVERSALDESIGNFORBELONGING:LIVINGANDWORKINGWITHDIVERSEPERSONALNAMES

KARENPENNESI,UniversityofWesternOntarioABSTRACT. There is greatdiversity in thenamesandnamingpracticesofCanada’spopulationduetothemultiplelanguagesandculturesfromwhichnamesandname-giversoriginate.Whilethisdiversitymeansthateveryoneencountersunfamiliarnames,institutionalagentswhoworkwith the public are continually challenged when attempting to determine a name’s correctpronunciation, spelling, structure and gender. Drawing from over a hundred interviews inLondon (Ontario) and Montréal (Québec), as well as other published accounts, I outlinestrategiesusedbyinstitutionalagentstomanagenamediversitywithintheconstraintsoftheirwork tasks. I explain how concern with saving face and being polite can involve micro-aggressions which contribute to exclusion and disadvantage for people with certain kinds ofnames. Repeated mistreatment of names, whether intentional or not, negatively affects theintegration of immigrants and their sense of belonging in the new society. I argue that therespectful treatmentof names is a small butmeaningful step towardmakingmultilingual andmulti-ethnic societies more welcoming and inclusive. Informed by the principles of UniversalDesignforLearning,Iofferasetofrecommendationsfornormalizingnamediversityinworkandsociallife.RÉSUMÉ. Il est possible de constater une grande diversité de noms et de pratiques dedénomination au sein de la population canadienne ceci en raison des nombreuses langues etcultures d'où proviennent ces noms et ceux qui les donnent. Alors que cette diversité a poureffetquechaquepersonneauraéventuellementàfairefaceàdesnomspeufamiliers,onnoteenparticulierquelesagentsinstitutionnels,quitravaillentaveclepublic,sontconstammentmisà l’épreuve lorsqu'ils tentent de déterminer la prononciation, l'orthographe, la structure et legenrecorrectsd'unnom.Ensefondantsurplusd'unecentained'entrevuesréaliséesàLondon(enOntario)etàMontréal(auQuébec),ainsiquesurdescomptesrendusayantfait l’objetdepublications, nous présentons des stratégies utilisées par des agents institutionnels dans leurgestionde ladiversitédesnomsentenantcomptede leurscontraintesprofessionnelles.Nousexpliquonsque,parsoucide«préserverlesapparences»etdesemontrerpoli,cesattentionspeuvent donner lieu à desmicro-agressionsmenant à l'exclusion et à une iniquité envers lespersonnesportant certains types denoms. La répétitiondemauvais traitements, qu'ils soientintentionnels ou non, a pour effet de porter atteinte à l’intégration des immigrants et à leursentiment d'appartenance à la nouvelle société d’accueil. Nous soutenons que le traitementrespectueux des noms représente une étape modeste mais significative pouvant mener àl’établissement de sociétés multilingues et multiethniques accueillantes et inclusives. En sefondantsurlesprincipesdelaconceptionuniverselledel’apprentissage,nousoffronsunesériederecommandationspournormaliserladiversitédesnomsdansletravailetlaviesociale.Keywords:Names,immigrantintegration,belonging,UniversalDesignforLearning,Canada.

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INTRODUCTION:NAMES,IDENTITY,INTEGRATIONANDBELONGINGCountries like Canada face challenges in creating a cohesive and inclusive societywhen largenumbers of immigrants and longer-term residents engage in diverse linguistic and culturalpractices.Inthecurrentpublicdiscourse,newcomersareexpectedto“fitin”bylearninganewlanguageordialect,aswellasnewwaysofdoingthings,andadoptingdifferentvalues,beliefsandattitudes(Proctor,2016).Successfulintegrationalsorequireslonger-settledmembersofthedominantsocietytofacilitatethisprocessbycreating“welcomingcommunities,”whichprovidenecessary servicesand resourcesandwhichmake “a collectiveeffort to createaplacewhereindividualsfeelvaluedandincluded”(Esses,Hamilton,Bennett-Abu,Ayyash,&Burstein,2010,p.9). This collective effort to be welcoming includes identifying and removing barriers to theinclusionofnewcomersinwork,schoolandsocialactivities,promotingasenseofbelongingtothelargergroup,andmeetingdiverseindividualneeds.Thenegotiationof individual andgroup identities throughnamingpracticesplays a significantrole in the daily experiences through which immigrants are integrated or not into Canadiansociety1.Namesare linguistic structures,meaning that there is asmuchvariation innamesasthereislinguisticdiversitywithinCanada’spopulation.Furtherdiversityexistsinthesocialrulesforusingnames(Aceto,2002;Pina-Cabral,1994).WhennamesthatdonotconformtoCanadiannorms are problematized, name-bearers may feel that they do not belong. Mistreatment ofpersonal names in speech and writing can be a barrier to integration because it emphasizesdifferenceandreproducesinequalities.AsIwillargue,designingnamingpoliciesanddevelopingwaysof treatingnames tobetteraccommodatediversity isamove towardamorewelcomingsocietyandtowardagreatersenseofbelongingamongimmigrantsandminorities.Namesareindexesofmultiplesocialcategoriesincludingrace,ethnicity,nationality,kingroup,gender, age, religion, and presumed linguistic ability, as demonstrated in a wealth ofanthropological research (e.g., Pina-Cabral, 2015; Vom Bruck & Bodenhorn, 2006; Zheng &Macdonald, 2010). The indexical nature of names makes them ready tools for exclusion,discrimination,ridiculeandstigmatizationofanyonewhosenamedoesnotconformtodominantnorms, or who is a member of a marked social category. Such experiences are particularlycommon among immigrants and their descendants whose names mark them as “foreign”(Clifton, 2013;Kohli& Solórzano,2012). The treatmentof “unfamiliar”namesbymembersofthedominantsocietyexhibitshowracism,xenophobiaandotherformsofsocialdifferentiationworkagainstsocialandeconomic integrationatall levels fromnationalpolicies toone-on-oneinteractions.Researchandmedia reports illuminatedifficulties facedby individualswith“foreign-sounding”names or with names indexingmarginalized groups. These reported difficulties include beingcalled less often for job interviews than those with “domestic-sounding” or “White” names,particularly for professional jobs or those involving interactions with clients/customers.DiscriminatoryhiringpracticesbasedonnameshavebeenobservedinAustralia(Michael,2011),Canada(Eid,2012;Oreopoulos&Dechief2011),France(Duguet,Leandri,L’Horty,&Petit,2010),

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Norway(Midtbøen&Rogstad,2012),Sweden(Bursell,2007),theUnitedKingdom(Syal,2009),and theUnited States (Bertrand&Mullainathan, 2004).Other studies indicate that applicantswithnamescommonamongcertainracializedgroupsaremoreoftenrejectedwhensearchingfor housing, for example (CERA, 2009). Bertrand, Chugh and Mullainathan (2005) call thispractice “implicit discrimination” because the association between the name and theundesirableattributeissubconsciousbutleadstodiscriminatoryaction.Furtherexamplesfrommyownresearchabound:name-relateddiscrepanciesandunfamiliarnamingconventionsresultin some travelers being detained and questioned at international borders; naming errors ininstitutional databases cause delays or denial of access to health services; teachers renamestudents according to local norms. Thus, names are made into barriers at every point ofintegration.Identityisaconceptthatisbothculturallyandtheoreticallydefined.Intheoreticalterms,IfollowBucholtz andHall (2004)whoargued that identities areattributesof situations rather thanofindividuals or groups. Identities can shiftwith changes in context as people take on differentrolesandperformdifferentactions.Seeingidentitiesas“culturallyspecificsubjectpositionsthatspeakers enact through language” (Bucholtz & Hall, 2004, p. 369) allows us to focus on thepowerrelationswhichareintegraltoeverysocialinteraction.Inculturalterms,identityisusuallyunderstood to have two types of referents: groups and individuals, based on notions ofsameness and difference. Anthropological research on concepts of personhood, selfhood andvarious kinds of group identity indicates great variation in understandings of who or whatsomeone is and is allowed to be, along with myriad criteria for determining and specifyingidentity (Carrithers et al., 1985; Geertz, 1966; Hallowell, 1960; Rosaldo, 1980; Shweder &Bourne, 1984). For example, among Portuguese speakers, an individual’s identity may beconceivedasanchoredtoasouloressencewhichis immutableandeternal. Inthiscase,one’snamemaybeattachedtoone’sessencesuchthatanychangetoone’snameisinterpretedasachange of identity--a deeply troubling prospect (Pina-Cabral, 2010). For others, one’s identitychangessufficientlyoverthelifecoursethatnewnamesarebestowedtomarknewcategoriesofpersonhood.Maybury-Lewis (1984) described how some Central Brazilian societies talk aboutpeople entering and leaving their names as they are passed on to others. In cross-culturalexaminationsofhowidentitiesareconstructedandnegotiatedinparticularcontexts,wecanseehownamesmakeconnectionsbetweenindividualidentitiesandgroupidentities(Alford,1988).That is, naming an individualmay distinguish that individual from othermembers of a groupwhile simultaneously marking the individual as belonging to larger social groups defined bycategories suchaskinship (e.g., shared familynameamongparents, siblings, cousins), religion(e.g.,MuslimmennamedMohammed),ethnicity(e.g.,KoreanswiththefamilynameKim,Parkor Lee), and others. That names serve to identify both individual persons and collectives isimportantwheninterpretinghownamesaretreatedandresponsestosuchtreatment,asIshowbelow.Interactions between individuals and representatives of public institutions or privateorganizations (hereafter, institutional agents) in which names are central have far-reachingimplications for the co-construction of newcomer identities. An important part of this derivesfrom the significance attached to being officially named, and the permanence and presumed

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legitimacyofnameson institutionaldocuments.Forpeoplewhobelievethatnamesexpress—andeven form—coreelementsofone'sperson (Bodenhorn&VomBruck, 2006,p. 4), havingone's name incorrectly represented on documents or in speech results in a deeply feltdiscord,whichmyresearchparticipantsexpressed instatementssuchas,“that'snotmyname;that'snotme.”Furthermore,namesaresuchpowerfulsymbolsofidentityandpersonhoodthatmistreatmentofnamescanbe interpretedasan insultorattackonone’sperson(PinaCabral,2010). The significance of the interconnection between name, identity and personhood isrevealed in complaints about incorrect naming. For example, Bucholtz (2016) wrote about“linguistic violence” done to names in reference tomispronunciations andmisspellings of theSpanish names of Latina students in California schools. The quotes below frommy data alsodescribesuchlinguisticerrorsasviolentactsperpetratedonbodies.

“If you completely slaughter the name, then people get, some people get very veryoffended.”“Mynamealwaysgetsmassacred.I'musedtoitnow.”“Shebutcheredmyname,butthenshekillseveryone’sname.”“Youjustmurderedmyname.”“Howwouldhemangleyourname?”

Injuries to one’s name are experienced asmicro-aggressions, defined by Kohli and Solórzano(2012) as common and subtle insults,whichmay be unintentional, that “support a racial andculturalhierarchyofminority inferiority” (p.441). In their studyofminorityyouthexperienceswith having their namesmispronounced, ridiculed, changed or avoided, the authors describe"thecumulativeimpactofthesesubtleexperienceswithracism[which]canhavealastingimpacton themanner inwhich youth see themselves, their culture and theworld around them" (p.445). This is because identity emerges through social interactions in which associations arerepeatedlymade between particularways of acting, speaking and thinking on one hand, andsocial,cultural,moralandphysicalcategoriesontheother.Theaccumulationofnegativenamingexperiences,whichoftencoincideswith timesof intense self-reflectionon theconstructionofone’s identity such as during adolescence and the settlement period after immigration,contributestothefeelingamongsomeindividualsthattheyarenotacceptedasmembersofthecommunity. Among youth, it can also lead to resentment toward name-givers and distancingfromethniccommunitiesoforigin.BetsyRymes(1999)observedthat“apropername,then, isnot simply a useful label, but a repository of accumulatedmeanings, practices, and beliefs, apowerfullinguisticmeansofassertingidentity(ordefiningsomeoneelse)andinhabitingasocialworld”(p.165).Certainly, some individuals are more troubled by negative naming incidents than others andvariousfactorsaffecthowpeopleperceiveandrespondtosuchincidents,includingage,lengthof time since arrival in the new country, and socioeconomic status. Summarizing from myresearchdata,Ihavenoticedthatrecentarrivalsreportmoreinstitutionallybasedname-relatedproblems,while longer termresidentsreportmoresociallybasedproblems.This likely reflectstheir different stages in the settlement process. There is a focus on names during initialsettlementwhen creating identification documents and registering for various services. Later,

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when institutionaldifficultieshaveusuallybeenresolved,peoplehavetimetoreflectonsocialexperiencesandgeneralizeabouthowothers treat theirnames. Youngerpeoplemay feel theeffectsofnot fitting insociallymoreacutelycomparedtoolderadultswhoaremoreorientedtowardwork and family thanmaking friends. Thosewhoare adequately employed soonafterimmigrating, andwho have social support systems in place,may perceive naming troubles asminorannoyancesbecausetheirsenseofworthandpersonalidentityarenotindoubt.Someonewho is alone, unemployed and struggling tomake endsmeetmay interpret naming errors asmicro-aggressions.Multipleexclusionary factors can intersect, suchasethnicity, race, religion,linguistic ability and nationality. For example, Litchmore and Safdar (2015) found that inCanada’s current socio-political context, Muslims perceive and report experiences ofdiscriminationmorethanothergroups,independentoftheirethnicity.Myresearchsupportsthisfinding,particularlyamongMuslimparticipantswithArabicnames.Theyobservedthatpersonalnamescanbean indexofreligiousaffiliation, justasAdidaandcolleagues(2010)found intherésumé experiment they conducted in France comparing Muslim and Christian first names.While various factors contribute to individual experiences and interpretations of thoseexperiences,itisclearthatnamesmatterinbothbigandsmallways.Theimportanceofnamesandthewaystheyareusedforindividualwell-beingmeritsattentionby those working toward increased social inclusion. Names are symbols of personhood (howothers see us) and selfhood (how we see ourselves). Fully recognizing someone as a persontherefore includes treating theirnames in respectfulways.The research Idescribe in thenextsection further relates in more detail the difficulties that name diversity presents for socialinclusion,andtherecommendationsthatfollowpointtowaysforovercomingthem.DATAANDMETHODOLOGYThemainsourceofdataforthisresearchare interviewsconducted inLondon,Ontario,amid-sized, English-dominant Canadian city with a population of nearly 384,000, and in Montréal,Québec,thesecondlargestCanadiancitywith1.9millionresidents,whereFrenchistheofficialand dominant language (Statistics Canada, 2017). Both cities receive a high number ofimmigrants and refugees each year,which contributes to the 21% foreign-born population inLondonand33%foreignbornpopulationinMontreal(StatisticsCanada,2013a,2013b).Londonresidents identify approximately 144 different ethnicities and 19% of residents report theirmothertonguetobealanguageotherthanEnglishorFrench(CityofLondon,2013).MontrealisoneoftheprimarydestinationsfornewcomerstoCanadaandisconsequentlymorediversethanLondon,with33%ofthepopulationspeakingalanguageotherthanEnglishorFrenchmostoftenathome (StatisticsCanada,2015).Themultiple languagesandethnicities found in thesecitiesproducedifferentnamingpracticesamongCanadianresidents,whilethe institutionalpracticesin English-dominant London and French-dominant Montreal have different consequences forindividual names.While thismeans thatmost people encounter unfamiliar names, individualswhoworkwith the public in particular are often challengedwhen attempting to determine aname’scorrectpronunciation,spelling,structureandgender.

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Between2011and2013threegraduateresearchassistantsandIrecordedandtranscribedsemi-structured interviewswith65 immigrantsand24 institutionalagents in London.Additionally, Iconducted19 interviewswith immigrantsandtwo institutionalagents inMontrealovera five-monthperiodin2016.Inmanycases,institutionalagentswerethemselvesimmigrantsandtheyanswered both types of interview questions. Participants were first asked about theirethnolinguisticbackgroundandtheirexperienceofmigrationandsettlement inCanada.Thesequestionswereexploredinrelationtotheorigin,meaninganddifferentusesoftheirnames,aswell as how their thoughts and feelings about their names have changed over time and indifferent contexts. Then participants were asked to describe particular difficulties related tonamesthattheyhaveexperienced.Institutionalagentsdescribedthesedifficultiesinrelationtotheirworktasksaswellaswhattheydoinvarioussituationsinvolvingdiversenames.Interviewlengthvariedfrom45minutestoovertwohours,dependingoneachparticipant’sexperiencesandwillingness to share stories. The language of the interviewswas either English or French,accordingtotheparticipant’spreference.InterviewtranscriptsfromLondonandMontrealwerecombinedandasofthiswriting,Ihavenotyetidentifiedsignificantanalyticaldifferencesbasedonregion.ThetranscriptswerecodedusingAtlas.ti©,aqualitativedataanalysissoftwareprogram.SomeofthemostfrequentlyusedcodeswhichemergedfromthematicanalysisofthetranscriptsareshownintheTable1.Elsewhere (Pennesi,2014,2016), Ihavedescribed indetail thekindsofdifficulties immigrantsencounter in institutional interactionswhen their namesdonotmatchCanadian conventions,leading many to alter or change their names. I argue that individuals who take a non-assimilationiststancebyrefusingtoaltertheirnamesareshiftingsomeoftheresponsibilityforthe integrationofnewcomerstothehostsociety.Thisanti-assimilationiststance is in linewithcurrentnationaldiscourseswhichconceiveof integrationasa“two-waystreet”requiringbothimmigrantsandCanadian-bornmemberstoadapt,makeaccommodationsandlearnnewwaysofdoingthings(Frideres,2008).Myfocushereshiftsfromimmigrantsasclientsorcustomerstoinstitutionalagentswhomanagediversityandambiguitiesinpronunciation,spelling,genderandstructureofunfamiliarnamestoperformtheirworktaskseffectively.The interviewswith both institutional agents and immigrants who described encounters withinstitutionalrepresentativesrevealedthattwomainfactorscontributetoname-baseddifficultiesininstitutionalinteractions:(1)stereotypesaboutsocialgroupsleadpeopleininstitutionalrolestomakeassumptionsthatresultindisadvantageforthosewhosenamesindexthestereotypedgroup,and(2)uncertaintiesaboutparticularnames lead institutionalagentstounintentionallyact in exclusionary ways. While there is always a certain segment of the population whichconsciously holds racist or biased views and which discriminates intentionally andunapologetically,myanalyticalattentionisdirectedtowardinstitutionalagentswhoaremakingeffortsto“getnamesright.”Theywanttodotheirjobsefficientlyandincompliancewithrulesand regulations. They do not want to offend anyone, nor do they want to appear ignorant,incompetent, racist or xenophobic. As Iwill show, however, theirwords and actionsmay stillcreateproblematicsituationsforothers.

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Code Description

Institutions Name-relatedexperienceswithinstitutions,organizations,agencies,bothgovernment and non-government; institutional processes or proceduresrelatedtonames(e.g.forms,policies)

Strategies Strategies for copingwith ormitigating name-related difficulties for selfandother

Pronunciation/SpellingProblems

Difficultieswithpronunciationandspellingofnamesofselfandother

GeneralProblems Difficulties related to names of self and other excludingspelling/pronunciation

Shift/Change/Alteration Description, stories, explanations of shifts, changes or alterations tonames; initiated by self or other; attitudes about changing names oraccepting"incorrect"pronunciationsorspellings

Connections Connections between names and other issues (e.g. immigration,multiculturalism, provision of services, education, discrimination, sociallife,relationships,preservationoflanguage/culture)

Identity How names are an aspect of identity; how people can be identified bytheir name (ethnicity, family, religion, etc.); suitability of a name for aparticular person; the authenticity of certain names; name assoul/essence/self;"realname"

OfficialName Officialorlegalnameasitappearsindocuments;"real"or"original"nameif name was changed legally; the name recognized by a legitimizingauthority

Table1:TopEightCodesUsedinAnalyzingInterviewTranscriptsNAMINGCONSTRAINTSANDMITIGATIONSTRATEGIESININSTITUTIONALCONTEXTSThis section describes how the constraints of standardization, transferability and (in)flexibility,alongwiththelimitsonindividualknowledge,createdifficultiesforinstitutionalagentsworkingwithdiversenames.Intheirinstitutionalroles,theseindividualsexercisepowerastheydevelopstrategies for deciding how people can and cannot be named, and which candidates arepreferredoracceptable for inclusion inaparticularcategory.Despitespeaker intentions tobeinclusive and respectful, strategies for saving face and being polite may involve processes ofOthering and de-racializing, (discussed below) which sometimes result in perceived micro-aggressions.

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Standardization,Transferability,andFlexibilityThemainprinciplethatguidesinstitutionalmanagementofnamesisstandardization.Uniformityin the structure of names enables intelligibility and transferability among different namingsystems. For official purposes, Canadian institutions follow the presumed “normative globalsystem” (Reid & Macdonald, 2009), in which “legible citizens” (Scott, Tehranian, & Mathias,2002) are expected to have unique individual personal names composed of a surname,mostoftenusedastheprimaryidentifier,andoneortwogivennames,usedassecondaryidentifiersin situations where two individuals have the same surname. Standardization often includeslimitingthenumberoflettersorcharacterswhichcanbeusedtorepresentnamecomponentswithindatabasesoronformsand identitycards,andtheonlyallowableorthography isusuallythe Roman alphabet. Having a standardized structure for all names means that institutionalagents can search andorganize records according to names. Standardization also enables theautomaticinputofdatausingsoftware.Forexample,alargeinstitutionsuchasauniversitycanautomaticallycreateidentificationnumbers,usernamesandemailaccountsforagroupof5,000newstudentsusingbatchinputsfromadatabaseofnewregistrants.This normative system is problematic for Canada's multicultural and multilingual population,however,becausenamesderivefromdiversephonological,orthographicandname-generatingsystems.Problemsresultingfrommisspellingsarecommon.Oneparticipantcomplainedthatshefrequently missed important messages because her boss misspelled her name in her e-mailaddress.Ambiguitiesabouthowtoparseanameintofirstnameandlastnamecomponentsleadagentstousestrategiessuchasguessingbasedonsimilarkindsofnames,orchoosingthefirstcomponentforthefirstnamefieldandthelastcomponentforthelastnamefield,thusenteringnames with multiple components incorrectly. This can complicate search and retrieval fromdatabaseswhen it is not evidentwhich strategy a particular agent used. Commenting on thefrequencyofthisproblem,onewomanwithatwo-partlastnamenotedinaFacebookdiscussionaboutmyresearch,“Quitefranklythisisanywherewheretheyaskformynametofindmeinthesystem.AtleastifIaminpersonIcanhandthemmyID.Overthephonetakesabitofguidance.”Differences in how names are transliterated from one writing system to another also createmismatches in hownames are representedondocuments and in computer systems. This cancause confusion during search and retrieval as well as problems for the name-bearer inestablishingcredibilityorlegitimacyacrosssystemswithwhatappeartobemultiplenames.Forexample,oneparticipantdescribedherfrustrationin“dealingwithmedicalofficesthatdon'tgetyournamerightandclaimtheyneverhadyouasapatient,‘tilyouspellyournamefivedifferentwaysandtheyfindyourfile.”Standardizationcanalsoerasecrucialdifferencesinpronunciation,spellingormeaning,suchaswhenaccentmarksorotherspecialcharactersarenotallowed.Thiscan have negative emotional effects on the name-bearerwho feelsmisrepresented and evendisrespected.ThecaseofSahaiɁaMayTalbot,whosenamecouldnotbewrittenwiththeglottalstop (Ɂ) on her Northwest Territories (N.W.T) birth certificate, illustrates this point. SahaiɁa’smotherfeltsostronglyabouthavingherdaughter’snamewritteninChipewyan,oneofN.W.T.’sofficial languages,thatshepursuedthematter legallyuntiltheVitalStatisticsActwaschanged(Bird,2016)2.

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Theneedfortransferabilityisonedriverofstandardizationbecausevariousinstitutionalsystemsarelinkedandnamesmustbedecipherableacrossplatforms.Forexample,payrollsystemsmaycommunicatewith financial institutions, the parking pass system, and insurance systems. Thismakes it complicated to changeaname. If one systemallowsaccentmarksbut anotherdoesnot,thenamemaygetalteredandfailtomatchuportheaccentsmaysimplynotbeallowed.Transferabilityalsomeansthatproblemsgetpassedon.Ifaspellingerrorormisidentificationofa naming component ismade on a primary document such as a passport or Social InsuranceCard,thenthesameerror is likelytoberepeatedonotherdocumentsorformswhichusetheprimary document as a source for the official name. This happened to a London resident,originally from Egypt, whose last name is Hussien.While the Arabic name ismost commonlyspelledHusseinintheRomanalphabet,itwastransliteratedincorrectlybythepassportofficerinEgypt.With all her official documents in Canada bearing thismistake, thewoman decided tokeepHussienrather thangothroughthedifficultprocessofcorrectingthemistake.Shenotesthat now,however, people sometimesnotice themisspelling and correct it toHussein,whichthendoesnotmatchherdocuments.Worse,shehasbeenaccusedofnotknowinghowtospellherownnamebyotherArabicspeakers.Theprincipleof standardization limits the capacityof an institution tomake changesor allowexceptionstorules.Usually,thelargerthesizeofthepopulationbeingserved,thelessflexiblethe naming system is. A university working with thousands of names has more flexibility tochangedataentryerrorsortocreatenewsingle-purposedatabasescomparedtothepassportofficewhichmanagesmillionsofnames,forinstance.Adoctor'sofficecannotchangeanofficialnameonapatient’sgovernment-issuedhealthcard,buttheycanadjustpracticesintheofficesothat patients are addressed by their preferred name during appointments. Generally, flexiblesystemsarebetterdesignedfordiversity.FaceThreateningActs,Politeness,andMicro-aggressionsTheconceptoffaceisusefulinunderstandinghowinstitutionalagentsrespondtoname-baseduncertainties.Goffman (1967) first described face as the positive social value or public imagepeopleclaimforthemselvesorthegroupstheyrepresent.BrownandLevinson(1987)expandedon this concept in developing politeness theory, observing that people engage in “face-preservingwork[becauseitis]ineveryparticipant’sbestinteresttomaintaineachother’sface”(p. 61). Politeness strategies are aimed at mitigating face-threatening acts (FTAs), either bymaking theOther feel goodwith demonstrations of appreciation and approval or by avoidingimpositionsontheOther’sfreedomtoactandmitigatingchallengestotheirself-esteem.InstitutionalagentsengageinavarietyofpolitenessstrategiestolessenoravoidFTAsinvolvingnames.Thesecanbecategorizedason-stageoroff-stagestrategies.On-stagestrategiesoccurduringinteractionswiththename-bearertoavoiderrorswhileperformingtheinstitutionaltask,such as asking for repetition of the name’s pronunciation or verifying spelling. On-stagestrategies are potentially face-threatening acts themselves, so they are often combined withpoliteness strategies. For example, apologies or indirect speechmaybeusedwhen asking for

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verification or repetition of a name.Off-stage strategies happen in the absence of the name-bearer and are undertaken to prevent the on-stage FTA altogether. Some examples includeaddingmorespacestoaclientdatabasetoaccommodatelongnamesandaskingaco-workertoverify the pronunciation of a name before calling a client. Off-stage strategies can bediscriminatory, such as a case witnessed by one of my study participants in which a storeemployee threwwinning raffle ticketswithnamesshecouldnotpronounceback into theboxandchoseanewwinnerwithamorefamiliarname.Thus,itisimportanttoconsiderwhosefaceisthreatenedandwhetherthepolitenessstrategyactuallycreatesanotherFTA.When institutional agents primarilywork to save their own face, and they aremembers of aprivileged social group, on-stage politeness strategies sometimes result in micro-aggressions.Two types of micro-aggression are relevant to naming practices. Othering emphasizesdifferencesbetweenminoritiesandmembersofthedominantgroup,markingminoritiesasnotbelonging and thus threatening their face. Interviewees reported that Othering happensfrequently with non-conforming or unfamiliar names. For example, students with names ateachercannotpronounceproperlysaidtheyarecalledonlessfrequently inclass,are ignoredentirely, or are singled out because of their “funny” or “difficult” name. One woman with aChinese name,who I interviewed inMontreal, felt excludedby her dance teacherwhoneveronce called her name in ten months of taking classes. She was bothered that the teacherfrequently addressed other students by name, including her own dancing partner. Shecommented:“Iwouldfeelpeoplereallycaredaboutyouwhentheycallyournameorsayyourname....SoIwouldappreciateiteventhough[myname]isnotcommonbutit’snotthathardeither.” Sometimes students say they are given nicknames or are called by shorter or alteredversionoftheirnameswhiletheotherstudentsarecalledbytheiroriginalnames.Whilechildrengetteasedbecauseoftheirnames,adultsaremadethetargetsof jokes,humorouscommentsandpuns.Micro-aggressionsmayhinderthedevelopmentofbelongingbecausetheyarerootedinanideologythatstigmatizesdifference.Another form of micro-aggression is deracialization,which erases racial or ethnic differencesthrough renaming, assimilation and standardization of names according to dominant norms.Mary Bucholtz (2016) described how deracialization of “members of politically subordinatedgroups—including indigenous peoples, immigrants, and enslaved Africans and theirdescendants”(p.285)worksthroughaprocessofindexicalbleaching,whichreducesethnoracialspecificity of names by altering their pronunciation, spelling and composition to make themmore recognizable or pronounceable to institutional representatives. Bucholtz focused oneducationalinstitutionsinparticular,analyzinghowLatinayouthinCaliforniahighschoolsaltertheir names or employ strategies such as rhyming or spelling, tomake their names culturallyintelligibletoteachersorotherschoolstaff.Deracializationcanalsohappenwithnameswhicharenotdifficulttopronouncebutwhichindexanundesirableorotherwisemarkedethnoracialidentity. Deracialization threatens face because it implies that one’s ethno-racial identity isinferiororproblematic.Bucholtz (2016)argued that it is the responsibilityof thosewhooccupy structurallyprivilegedpositionstoavoidlinguisticallyproblematizingsomenamesand“symbolicallydominatingothers

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throughmisnaming” (p.286).ACanadianmanwrote the followingcomment in response toanational radio programwhich discussed hownames are problematized: “I am a Canadian ESL[Englishasasecondlanguage]teacher.Mynameis‘Andrés’,butIwasaskedto‘kindly’changeitto ‘Andy’ so that students would not complain about my not being really really Canadian...Canadiansarenotasinclusiveastheysweartheyare”(FacebookcommentpostedonCBCTheCurrent,2016,November24).Thisstoryillustratestheideologicalconnectionsbetweennames,languageandidentitythatunderliederacialization.Thenationalistlanguageideologyevidentinthe comments made by Andrés’ employer are that names are proxies for the language onespeaksandthatlanguageisaproxyfornationalidentity.TheimaginedCanadianisexpectedtospeakEnglishandthereforehaveanEnglishname.TheemployerwhoaskedAndréstochangehis name to Andy was anticipating that the students in the English class would question hisnational identity,andconsequentlyhis linguisticabilityandcredibilityasa teacher,becauseofhis non-English name. Instead of challenging the students’ misinformed belief that CanadiannamesalloriginateinEnglish,theemployersoughttoreinforcethenationalistlanguageideologybyreplacingAndréswiththederacializedAndy.Andrésfurtherrecountsthathe“leftthejobandthen had to go on and explain why I left that kind of workplace to other employers.” Hischaracterizationoftheschoolas“thatkindofworkplace” indicateshisnegativestancetowardthederacializationofhisnametolegitimizehisCanadiannationality.De-racializationandOtheringhappenevenwhenpeoplethinktheyarebeingrespectfulortryingtosaveface.Micro-aggressionsaccumulateinanindividual'sexperiencesandcontributetothereproduction of social categories based on race, ethnicity or citizenship. Attending to theideologicalconnectionsbetweennamesandidentityandthewaysinwhichnamescanpromptmicro-aggressionsaswellaspolitenessstrategiesaidsunderstandingofhowinstitutionalagentstreat diverse personal names. Expandingon the initial recommendations outlinedbyBucholtz(2016,pp.286-7)andincorporatingfindingsofmyownresearchandofothers(Dechief,2015;Hill,2008)Inowpresentasetofguidelinesfortherespectfulandeffectivetreatmentofdiversenames.RECOMMENDATIONSUniversalDesignforDiversityUniversalDesignforLearning(UDL)isanapproachtoeducationwhichisgroundedinthebeliefthatmorepeoplewillbesuccessfullearnersiftheeducationalenvironmentandexperienceareadequately designed to allow for diverse needs (Meyer, Rose, & Gordon, 2014).Most of theliteratureonUDLexaminesitsuseinspecialeducationcontextsorasaframeworkforcreatingmoreinclusiveeducationingeneralclassrooms(e.g.,Katz,2013).MyrecommendationsindicatehowUDL can be applied outside the classroom, throughworkshops or employee training, tocontribute to the larger social project of integrating immigrants andminoritieswith themoreestablishedanddominantpopulation.Integrationinvolveslearning:newcomerslearnnewwaysofdoingthings,newvalues,andnewlanguages;whilelonger-settledindividualslearnalternativeperspectives and how to livewith linguistic and cultural differences. Successful integration ofnewcomers means that they participate fully and are accepted as members of society. To

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facilitate this, Canadian institutions need to design policies and practices for diversity andvariability rather than trying to enforce standardization and conformity. A UDL approach tonamingpracticesoffersausefulframeworkforthinkingabouthowconstraintscanbemadelessrigid.UDL recognizes that cognition and emotion are related. If people feel stressed, embarrassed,annoyed, unwanted or excluded, it is difficult to become engaged in focused thinking.Conversely, “simpleaffirmationof learners’positive senseof self,of their valueas individuals,andoftheimportanceoftheirmembershipinaculturaltraditionhasrepeatedlybeenshowntohave positive effects on learning and on performance” (Meyer et al., 2014, p. 58). Gettingsomeone’snamerightisasimpleaffirmationofapositivesenseofself.Sincenamesareofteninvolved in the beginnings of interactions (greetings, introductions, completing registrationforms,creatingidentitydocuments,rollcall),hownamesaretreatediscrucialinestablishinganoptimal environment for subsequent learning and relationship-building. When diversity innaming isrecognizedandrespected,barrierstobelongingarereducedandpeoplecanengagemoreeffectivelyinactivities.Thebestpracticeistodoasmuchofthedesignworkaspossibleoff-stageandtouseon-stagestrategieswhichsavefaceforbothSelfandOther,whileavoidingOtheringorde-racializing.Myrecommendations are organized in three sections below, according to the UDL principles forcreating a more effective, inclusive learning experience: (1) provide multiple means ofengagement; (2) provide multiple means of action and expression; and (3) provide multiplemeans of representation (CAST, 2011). Some recommendations could be placed inmore thanonecategorybecausetheyresultfromtheapplicationofmorethanoneprinciple.Ihavefocusedmy recommendations on applying particular UDL guidelines that are relevant to names andnamingpracticesand readersareencouraged to consult theUDL literature formore ideasonhowtodevelopmoreinclusiveinstitutionalandsocialenvironments.Therecommendationsareintendedforanyonewhoworksorinteractswithdiversepopulations,thoughsomewillbemostapplicable to those in institutional ororganizational roles.All of these recommendationshavebeentakenfromsuggestionsmadebyresearchparticipantsorfromobservedbestpracticesinvarious institutions. The idea behind assembling them in one place and organizing themaccordingtotheUDLprinciplesistopresentacoherentandconsistentframeworkofreference.EngagementTwooftheUDLguidelinesthathelppromotelearnerengagementare(1)“tominimizethreatsanddistractions,”and(2)“topromoteexpectationsandbeliefsthatoptimizemotivation”(CAST,2011).Tohelpnewcomerslearneffectively,bothinformaleducationalsettingsandinsocialandculturalcontexts,andtopromoteexpectationsthatmotivateengagementwiththecommunity,weneedtominimizedistractions(e.g.,commentsandquestionsabouttheirnames)andthreats(e.g., name-relatedobstacles, prejudice anddiscrimination). The first set of recommendationsbelowaimtodothis.

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1. Whensomeonetellsyoutheirname,makenocommentsorquestionsaboutthenameoritsspelling(e.g.,“that'sdifferent,”“that'spretty,”“whatdoesitmean?”“whereareyoufrom?”).TheseareformsofOthering.

2. Verify spellingorpronunciationasnecessary inamatter-of-factmanneras if youwere

askingforaphonenumber.

3. Don't avoid difficult names by pointing, looking expectantly at the person, or usinggeneric phrases like “whatever his name is.”Don't ignore the person because you areuncomfortablewiththename.Theseare formsofOtheringwhichresult fromtryingtosave yourown face. Instead, ask theperson topronounce their name so that you canlearn it and then repeat it. Themore you practice the name, the easier it will get. Ifpossible, make pronunciation notes in your database or list and make an effort torememberthenamefornext time.Onecaution: ifyoudon’tget it rightbythesecondattempt,donotkeepinsisting,turningthenameintoaspectacle.Tryagainatyournextencounter.

4. Whenhearinganameforthefirsttime,don'taskifthereisanalternative(e.g.,English

name,nickname,shorteroreasiername).Thisisaformofderacialization,whichsuggeststhatthereshouldbeamore“normal”form.Notethatthisisdifferentfromaskingaboutpreferrednames,whichrecognizestheirpowerofself-identification.

5. Neverblamesomeone(ortheirparents)fortheirname,iftroublesarise.Thisisanovert

formofOthering.Herearesomeexamplesofblamingfrommydata:• “Isthatreallyyourname?Whywouldyourparentsdothattoyou?”• “I'msorrythisissomuchtroublebutyournameistoolong.”• “Whydon'tyoujustpickanEnglishname?Thatwouldbeeasierforeveryone.”

6. Don't correct someoneelse's name, telling them it shouldbepronouncedor spelled a

different way according to a particular language. The right way is always theway theindividualprefersit.

7. It is inevitablethatwehavecertainexpectationsaboutnamesthatcomefromourpast

experiencesandknowledgeoftheworld.Beawareofmakingassumptionsaboutpeoplebasedontheirnamesandavoidactingonthese.Somecommonassumptionsarebasedonthefollowingattributes:• Levelofcompetenceinalanguage:e.g.,“SomeonewithaKoreannamelikelyknows

howtospeakKoreanandmaynotbefluentinEnglish.”• Religion:e.g.,“SomeonewithanArabicnameisMuslim.”• Ethnicity:e.g.,“SomeonewithaFrenchnamemustbeQuébécois/Haitian/European

French.”• Race:e.g.,“AboynamedTyroneisprobablyBlack;agirlnamedMeganisprobably

White.”

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8. Don'tridiculeorcriticizethenameofapersonorgroupwhentalkingtoothers.ThiskindofOtheringcontributestoexclusionarypracticesandanunwelcomingenvironment.Suchcommentsincludedescribingnamesas“weird,”“ghettonames,”“unpronounceable,”“strippernames,”andmore.

ExpressionNames are an important form of expression of identity, culture and values. The next set ofrecommendations suggestsways to accommodate people expressing their names in differentforms.

9. When reading nameswritten on official forms, askwhat people prefer to be called togivethemtheopportunitytouseshortformsorothernamesthattheychoose.Thekeyisto recognize their choice while not suggesting that they should use a different name.Makenocommentaboutthatchoice (e.g.,“that'seasier,”“that's funny,”“why?”).Off-stage,modify forms and databases to include a preferred name field. Ensure that thepreferred names are actually used by institutional representatives and on documentssuchasidentitycards,employeeorstudentlists,andemailaddresses.

10. Whenever possible, respect name changes and the use of multiple names by one

individualindifferentcontexts.Donotaskwhatsomeone’srealnameisorwas.Letthepersondecidewhenoriftheywillshareothernameswithyou.

11. Whenfacedwithcheckingnamesagainstalistinagroupsetting,havepeoplesaytheir

own names first rather than trying to read them aloud and verifying after. This wayeveryone in the room has a chance to learn the names correctly and attention shiftsawayfromyour inevitablepronunciationdifficulties. Inasmallgroupwherepeoplewillbeaddressingeachother(classroom,workplace,meeting),startbyintroducingyourselfandtakingtimetoexplainthecorrectpronunciationandspellingofyourname.Donotassume you have an easy name that everyone can say and spell. After providing yourexample, ask each person to do the same so that everyone is treated equally and allnamesaregivenrespect. Ifyoumustreadanunfamiliarname,makeacarefulefforttopronounceitbylookingatalltheletters.Notallletterswillbepronouncedasyouexpectbutthiswillhelpavoiderrorsduetoinattentionanditwillshowthatyouaretryinginarespectful way. After initial introductions, do not insist on verifying pronunciation ofparticular names in front of the group. Focusing attention on someone is an FTA andaskingwhetheryougottheirnamerightobligesthemtoreply. Instead,tellpeopleyouwouldlikethemtocorrectmistakesinthepronunciationorspellingoftheirnamesandgive them the choice to correct you in frontofothersorwait todo itmorediscreetlylater.

12. Don'tgiveanicknameorotherwisedeliberatelychangesomeone'snamewithoutthem

suggesting first that this is the preferred form. This is deracialization because it takesawaytheethnicmarkersoftheirname.

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13. Ifsomeoneasksadviceabouttheirname,emphasizethatitistheirchoiceandremember

thepoweryouradvicemayhave if youareacting inan institutional role.Restrict yourcommentstoofferingpotential interpretations ifyouthinktheirchoice is inappropriate(e.g., Tommy is a childish form; Gertrude is usually a name associated with seniorcitizens;Cinderellaisfictionalname).Don'tsuggestthattheyshouldchangetheirnameorthatthingswillbeeasieriftheyalterit.Avoidspeculativecommentssuchas:“noonewillbeabletosayit”or“peoplewillthinkyouareaterrorist.”Domakethemawareiftheoriginal name sounds or looks like something that would be inappropriate in thedominant language (e.g., in an English-speaking community, Wifaq or Titi could beproblematic).

RepresentationAdheringtotheUDLprincipleofprovidingformultiplemeansofrepresentingnames,thefinalsetof recommendationshighlights the importanceofmakinganeffort to respecthowpeoplewishtheirnamestobewrittenandspokenbyothers.

14. Use all components of first names and last names, unless otherwise instructed by theperson.Forexample,donotshortenJuanCarlosMendesOrtegatoJuanOrtega.Ifnamesdonotfitonforms,useinitialsratherthanomittingortruncatingnames.Ifyouarenotsurehowtoseparatethecomponentsintofirst,middleandlastnames,asksomeoneorlook it up. Consider labelling fields on forms and allowing formultiple components orblanksineachfield.

15. Institutions and businesses can promote understanding across languages by ensuring

thatonline forms,databasesanddocumentsallowvariousnamestructures,accentsordiacriticalmarks,andevendifferentwritingsystems.TheWorldWideWebConsortiumhasmadeanexcellentstartonthetechnicalrequirementsofdesigningweb-basedformsand databases for “personal names around the world” (Ishida, 2011). For example,wheneverpossible,allowatleast40characterspernamefieldwhencreatingaform.

16. Incorrespondence,payattentiontohowpeoplesigntheirnames(i.e., inanemail)and

usethatformofaddressandthatspelling.

17. Learn correct pronunciations of names before meeting someone for the first time byasking knowledgeable others or looking them up on web sites such aswww.pronouncenames.com/ or www.howtopronounce.com or www.hearnames.com/.While there will be variations, your pronunciation will likely be acknowledged asacceptableatleasttosomepeoplewiththatname.

18. Don't make self-deprecating comments about your own difficulties pronouncing or

spellingnames.Emphasizingyourdifficultiescanthreatentheotherperson’sfaceiftheyseethattheyarecausingyoutroubleorembarrassment. Italsothreatenstheirfaceby

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highlightingdifference.Ifyoumakeamistake,correctitquickly,apologizingwithminimalcomment. This is especially important if you mispronounce a name while makingintroductions.Theaudiencewilltakecuesfromyouthatthenameistoodifficultornotworthtryingtosay.

19. Usenames from various linguistic originswhenproviding generic examples, such as in

teaching or instructions on forms. Avoid choosing exclusively English names like JohnSmithandMary Jones.This fosters inclusionandhelps tonormalizenamediversity.AsJse-CheLam(2017)observesinherarticle“EveryNameisa‘CanadianName’”,“weareanationofShrevalis,Hamsas,Kurias,Bodes,DanijelasandMeiLings.”

CONCLUSIONThisanalysisenrichesourunderstandingoftheintricatewaysinwhichournamesshapeandareshaped by our encounters with institutions, while also emphasizing how names are deeplypersonalandbasictooursenseofidentity.Oneaimofthisarticleistodrawattentiontowhoisdoingtheworkofresolvingname-relatedproblems:whoismakingthingseasierforwhom?Itisimperativetobeawarethatnamingisaninstantiationofpower(Bodenhorn&VomBruck,2006,p. 11), particularly for those who occupy positions of authority. When someone is alreadymarginalizedortreatedaslesspowerful,name-relatedproblemstakeonmoresignificance.Eachincidentbecomesareminderofthispowerdifferential,workingonapersonastheyaccumulatelikebricksinthewallsofexclusion,makingdifferencesrealandactingasbarrierstobelonging.Sometimestherearematerialconsequencesforthenamedperson,suchasdenialofaccesstoservicesorresources,whichcontributetothepowerlessness.Othertimestheconsequencesareless tangible influences on social relationships. This is how micro-aggressions work. Whensomeone already holds a position of power, it is much easier to simply laugh off themispronunciation, ignore themisspellingordismiss theepisodeasamereannoyancebecauseidentity and status are not in question. But for immigrants, non-whites andother stigmatizedgroups,namesactastriggersfornegativecategorizationintheformofjudgement,stereotyping,oravoidance.ThenormalizationofnamediversitycontributestoamorepositiveenvironmentforlearninghowtoliveasCanadians.This research is intended to help institutional representatives and others do their part inaccommodating diversity and making newcomers feel welcome rather than troublesome orforeign.TheUDLmodelurgesustoassessthecurrentdesignofthelearningenvironmentandmodifyittoimproveoutcomesforall,notjustforthebenefitofthestrugglingfew.Namesarenotanimmigrantproblemthatonlyaffectsaminority.Namesareproductsoftradition,heritageandinstitutionalpractices.Surnamesarepasseddownthroughgenerationssonamesthatoncebelonged solely to immigrants are now used by three ormore generations of Canadian-borncitizens.Giventhetrendtowardincreasinglyhighimmigrationlevelsandgrowinglinguisticandcultural diversity in Canada’s population, there is a clear and pressing need to address thetechnologicalandsocialchallengesofincludingallCanadiansnow,andinthefuture.

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ACKNOWLEDGEMENTSI gratefully acknowledge the participation of the London Cross-Cultural Learner Centre in thisresearch.IamindebtedtoDianeDechiefandRobertaThomsonforintroducingmetoUniversalDesign forLearning.Severalgraduateresearchassistantshavecontributedto thisprojectovertheyearsandIhaveappreciatedalloftheirhardwork.FundingwasprovidedbytheUniversityofWesternOntario.REFERENCESAceto,M.(2002).EthnicpersonalnamesandmultipleidentitiesinAnglophoneCaribbeanspeech

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undercoverVomBruck,G.,&Bodenhorn,B.(Eds.).(2006).Theanthropologyofnamesandnaming.

Cambridge:CambridgeUniversityPress.Zheng,Y.,&Macdonald,C.J.-H.(Eds.).(2010).PersonalnamesinAsia:History,cultureand

identity.Singapore:NUSPress.1 This article develops ideas initially presented in a paper entitled, “Strategies of InstitutionalAgentsforReducingDifficultieswithDiverseNames:SavingFaceandReproducingRace”,givenat theannualmeetingof theCanadianSociety for theStudyofNames in2014, and inapostwrittenfortheBILDblogon8May2016.2RecognizingthatmembersofFirstNationsarenotimmigrants,Ichosethisexampletoillustratetheproblemofattemptingtostandardizenamesfromdiverselinguisticorigins.