Making the internet

a place of belonging
A very, very introductory guide for website
writers who don't want to leave anyone out

CARRIE KLASSEN
WELCOME, DEAR READER.

I believe words are energy.

Words can form connection and beauty and magic, in all the literal senses. And, when we
aren’t conscientious, they can also cause harm and hurt. They’re powerful.

Because you downloaded this guide, I know you care about words too, and about being
inclusive and welcoming. This isn’t an exhaustive guide to inclusive website writing or
even a complete introduction (I am a student of language alongside you), but my hope is
that it gives some helpful things to think about, ideas for where to confidently begin, an
invitation to more learning and unlearning for us all, and together we can contribute to
making the internet a better place of belonging.
 WE ARE ALL
RESPONSIBLE FOR
OUR WORDS.
As a writer and editor, in my years of reviewing
clients’ first drafts, I have often come across
exclusionary language. I’ve also done it myself. We
didn’t mean to. It wasn’t intentional. But as
important as intention is, it isn’t enough to assure
we never hurt or exclude someone with the words
we choose. We must, as best we can, match our
good intentions with information and empathy.

We also need to expect that some of the time, we will mess up. There is no such thing as
perfection.

Let’s write with humility, open hearts, and compassion for

our readers and ourselves.

Language is living, organic, and interconnected with the people who use it; we can't bind
it in rigid rules. The "right words" may differ by geography, individual, group, culture,
circumstances, relationships, time ... but the following pages of this guidebook provide
considerations, places to pause.
 WHO IS "WE"?
When I write something you will read, a “we” happens. (It’s happening right now - such
magic!) I have an idea of you, as I’m writing. I have fondness and appreciation for you. I
have some good guesses about who you are and what you value based on your finding your
way to this particular writing. But I am also going to be tempted to imagine you are quite a
lot like me. And that may, without my realizing it, include aspects of my identity and
experience that don’t match yours and make my writing unwelcoming or worse.

As I write my drafts, I softly hold the question, “Who is ‘we’?” Otherwise, it’s very easy to
write only to and for myself.

I’m a white woman of mixed ancestry. I am straight. I am cisgender, which means my

gender matches my sex assigned by the doctor at birth. I’m a parent and identify as a
mother. I’m married to a man. I’m a university graduate. English is my first language. I can
afford our household bills. I have high sensitivity trait but others assume me to be
neurotypical. My vision is close to 20/20 and my hearing is average. I have full use of my
limbs and am physically mobile. My body is thin. There is much more that I could add but
you get a sense for some of my lenses, some of how I experience and interpret the world,
and some of how it might respond to me.

Now imagine I ghostwrite a website for a lactation consultant, as an example,

unconsciously considering my personal experience as the default. I might refer only to
birth mothers like me and through my use of nouns and pronouns and other word choices,
I may exclude parents who don’t identify as women, chestfeeding parents, adoptive
parents, trans dads, non-gestational parents inducing lactation, and on. I might include
content that assumes access to a service or item or information that isn’t accessible to all
communities. I would be leaving out a lot of people and might be limiting the care my
lactation consultant client could offer, if they have the skills and awareness.

If, though, I write for a more expansive “we” then my client’s circle of welcome widens to
so many more babies and their carers. Words can be love.
 HOW TO FIND THE PLACES IN OUR
WRITING WHERE WE MAY BE
EXCLUDING READERS

If I try to edit myself while I am writing, I’ll over-engage the parts of my brain that are
critical and disengage the parts that are creative. A first, private draft has permission to be
absolutely terrible. In fact, it almost requires it. So, sense your readers with you in the
process but don’t try to be perfect for them as you’re writing.

When you have your first draft complete, keep that creative brain engaged and use your
imagination. Read it as someone different from yourself in some specific way. If you are a
shop or clinic owner who isn’t a wheelchair user, for instance, read your writing as though
access and mobility are key for you personally. Have you written as though everyone
reading your website is as ambulatory as you are? Have you missed anything in your
content that would be helpful for a person using a wheelchair to know? Have you used
colloquial expressions that might be hurtful (using the word “lame” when what you mean
is “boring” is a common one)? What would you change? Make those changes.

Next, imagine you’re a different race from your own, a different gender, a different age, a
different faith (and none), have a different income level, and so on, going through the same
exercise.

Then, use research to fill in the gaps in your empathy. Google “racism in [your industry]”,
“ableism in [your industry]”, “homophobia in [your industry]”, “transphobia in [your
industry]’, “classism in [your industry]”, “sexism in [your industry]” and read what people
in the affected communities have experienced and compare it to the story of your own
work. It’s really important that we do this homework and not just ask friends in affected
communities, something that happens a lot. Are there policies you should reconsider or
articulate differently? Are there things you haven’t mentioned that you realize some of
your prospective and present clients and connections might feel encouraged or comforted
to read?
Find ways to speak to all the readers you wish to welcome in your work by answering their
concerns and questions empathetically in your content.

What we write about our work also shapes it, so finding

language for what we do is also practicing inclusion (and
identifying exclusion). It is never just words.

Next, have others read your new draft because, however well-intentioned and empathetic
you have been in your writing and reviewing, you will have missed things. If you have a
diverse friend set and open relationships where you know it wouldn’t be burdensome, you
might ask for their thoughts on what you’ve written. Another option, if you can, is to hire a
sensitivity reader, a professional editor with appropriate lived experience and/or equity
training to review and give feedback.

If for any reason, both are impossible, then do your best, and if, after it’s published, people
are generous enough to point out any problematic language, listen, thank them, apologize,
learn and amend, and commit to doing better. Then, do better.

When someone shares that something we’ve written has been hurtful to them, it’s our
responsibility to educate ourselves and understand where we made a mistake; it is not the
hurt person’s responsibility to also teach us or to be polite or sweet about the harm we’ve
done.

And, while it rarely ever feels good to be told we’ve made a mistake (especially when we
were trying hard not to), being corrected is a compliment; it means the person thought we
would want to know and do better.

"Thank you so much. I didn’t know. That isn’t the message I want to send and I appreciate
your telling me. I will fix this.”
 USING LANGUAGE THAT INCLUDES
PEOPLE OF ALL GENDERS

I’d been talked over in boardrooms and conference calls my entire Real Job career so when
I started my own business, my focus was on helping women like me realize the worth in
their work and their words, and, unfortunately, that’s about how I put it. To counter all the
“he” we read as default, I used “she.” I cringe to tell you I even made up the word
“entrepreneuse” to feminize entrepreneur.

In a patriarchal culture, women’s voices are often silenced and I’d experienced that
dismissal, but in naming that one gender alone and not the experience (shared by all
marginalized genders), I left people out. I also contributed to the idea of gender as binary,
instead of something far more expansive and interesting. These are things I regret and aim
to do better now.

My wise friend Anna gives this counsel for communicators, “Consider what you're trying
to name. Are you speaking about identity? Experience? Biology? Make sure that you
understand what you're referencing, and use the language that aligns with it. Examples:
women; women and non-binary people; women, non-binary people, and trans people of all
genders; people with cervixes, people who identify as mothers, etc.”

If we're writing about a specific person, we need to make sure we know and use their
correct pronouns. This guide from Them.us may be helpful for those of us less familiar
with gender-neutral pronouns.
Here are some ways to make our writing more inclusive
with respect to gender.

In place of men/women, if the emphasis is on experience, use people who ___________

or people experiencing ____________.

Example: My practice provides complementary holistic care for people receiving

conventional breast and chest cancer treatment.

In place of he/she, when we need a singular pronoun, use they.

Example: We will make sure your child feels at ease. They will be given a tour at their first
visit, and an opportunity to have all their questions answered.

In place of fathers/mothers, use carers or guardians; if we’re certain everyone identifies as

parent, that can be appropriate language too.

Example: We ask guardians of all children in our programs to fill out the forms at the back
of our welcome package.

In place of husband/wife, use partner. If it’s absolutely essential that it be a married

partner, use spouse.

Example: If you have a partner you’d like to bring, they are welcome to attend the
workshop with you.

In place of a casual guys, use friends or everyone.

Example: Hey, friends! I’m so excited to share this new line of herbal tea blends with you.

When using a direct quote or referencing a specific study in our writing, we should use the
language of the original study, article, or text for clarity. Don’t change “new mothers” to
“birthing people”, for instance, if that isn’t what the original author was writing about.
 USING LANGUAGE THAT RESPECTS
PEOPLE WITH DISABILITIES OR
ILLNESS
I once came across a website for a cleaning service that described themselves as being
“OCD about clean,” which for some might read as “meticulous” but for those with
obsessive compulsive disorder could read as dismissing or misunderstanding their
experience.

When we use words that are associated with disability or illness as insults or complaints or
even as positive qualities based on a stereotype, it’s offensive and it’s ableist.

Ableism is prejudice against and/or exclusion of people with physical, intellectual, and
psychological disabilities or illnesses based on the belief that more typical abilities are
superior or standard or most desirable.

When we’re conscious of it, we can make so many other choices. On the next page is a table
of some commonly used terms/words/expressions that are ableist, along with alternatives
to use.

A note: I’m not suggesting that the words in the two columns are synonymous, but that
they come from hurtful stereotypes that are so deeply entrenched in the language we use
that we might not even be aware of the connections.
 Avoid using... When what we mean is...

language connected to psychiatric

disorder or neurodiversity
intense, fascinating, amazing, wild,
crazy, nuts, psycho, mental, loony, extreme, unreasonable, ridiculous,
insane outrageous

OCD meticulous, neat, picky, particular

ADD distracted

bipolar, schizophrenic fickle, up and down, dramatic

language connected to intellectual

disability
ignorant, fool, foolish, silly, insensible,
stupid, moron, idiotic, the ‘r’ word, dumb dense, ridiculous, confusing

language connected to physical

disability/ability/illness

lame boring, dull, uncool, unimpressive

stand for ____ here for ____, represent ____

deaf/blind to ____ ignorant of/about ____, missing ____

tone deaf insensitive, inappropriate

addicted to ____, a ____ junkie passionate about ____, fond of ____,

in love with ____
 WRITING ABOUT PEOPLE'S BODIES
REQUIRES A LITTLE SENSITIVITY.

If we don’t have personal experience of a particular illness or disability that we have

reason to write about, it is a very good idea to make sure we have reliable guidance from
someone/a group who does.

Within the disability community (as with all communities), there are differences of opinion
about language but here are a few general tips:

We should only write about a person’s disability or illness if it’s truly relevant to the
content. Including in the attribution of a client’s testimonial that they are Deaf may not
be pertinent to the service offered whereas indicating that members of clinic staff are
trained in American Sign Language to better serve Deaf patients could be. (The
Canadian Association for the Deaf asks that Deaf be capitalized when referring to
people who “identify with and participate in the culture, society, and language of Deaf
people, which is Sign.”)

We shouldn’t write in a way that infantilizes or elicits pity for someone living with a
disability and should instead use neutral language like “living with” instead of “suffers
from”, “uses a wheelchair” instead of “confined to a wheelchair.”

We should ask how the person or group prefers to be identified and use that language.
If we can’t ask, we should research. (Google is so generous!)

Some people prefer “identity-first language” because the disability or difference is so

much a part of who they are. This tends to be more common among Deaf people and
autistic people, as two examples, but it is always best to confirm.
 “Person-first language” is, as it sounds, starting with the person.
Example: Large-type intake forms are available for clients with low vision — just ask
when you come in.
Example: People living with depression may also experience anxiety symptoms and
changes in sleep and appetite.
Preferences between person-first and identity-first language can vary within disability
communities.

Often non-disabled people try to be overly-sensitive in

language choices which can give the impression disabled
people are delicate or fragile or we’re talking about
something bad so I can’t stress enough that it’s best to get
really well-informed about the most appropriate and
appreciated language.

The National Center on Disability and Journalism in the U.S. has produced a fairly detailed
style guide that can be a useful general reference. It’s online here.
SOME NOTES ON WRITING ABOUT RACE

This short guide couldn't possibly include everything there is to know about writing about
race, but it can give some tips for using basic language appropriately. (To become more
sensitive and inclusive writers where race is concerned, we have to invest in our learning.
I've included a few resources I've appreciated later in the guide.)

Capitalize Black when describing people/culture

Capitalize Indigenous when describing people/culture
When we’re writing something about an individual, we should ask how they identify
and wish to be identified. For instance, “Indigenous” is a broad term; someone may
wish to be identified as Menominee or Anishinaabe or Mi’kmaq... their specific Nation,
or they may prefer a word other than Indigenous.
Example: “Christi Belcourt is a Michif (Métis) visual artist with a deep respect for
Mother Earth, the traditions and the knowledge of her people.”
If we’re writing something about a specific group of people who have race in common
as part of the group identity, we should ask how they wish to be identified and use that
term. Members of the Canadian Black Scientists Network, for example, refer to
themselves as Black scientists.
If it is necessary to write about a racial identity more generally (not a specific
community or group), then it’s important to do the research to find the most
appropriate term. If we’re not sure, we could ask someone we think would know and
who would welcome the question.
Asia is a very big place with many diverse cultures so, depending on what we’re
writing, it often makes more sense to be more specific to the culture or nationality.
Example: Ai Weiwei is a Chinese artist.
If, though, it’s necessary to be general, people of Asian descent could be described as
Asian people.
Example: Anti-Asian racism is affecting Asian students in our community.
“Oriental” is a word to describe things, not people, but there are often better, more
specific words to use, depending on the origin of the item.
Examples: a Persian carpet, the Japanese wood-block prints
It's a good idea to reconsider clichés and common
expressions.

Our writing tends to feel fresher when the turns of phrase are original, but another, much
more important reason to pause and reconsider when we’re opting for a commonly used
phrase is that its origins may not be harmless.

To be “sold down the river” may be understood as shorthand for being cheated, but the
expression comes from slave owners in the north selling people they enslaved to
plantations in Mississippi because conditions were harsher.

The “peanut gallery” is often used to describe a group of people who are critical and who
should be dismissed, but the term was for a specific area in the theatre with the worst seats
where Black people were forced to sit.

“No can do” originated in the mockery of Chinese newcomers to North America learning
English, in the 1800s. Similarly, “long time no see” comes from mocking an Indigenous
character who greets an English-speaker in a William F. Drannan novel.

The “tipping point” became a popular expression in the 1950s and 1960s, describing when
white families would move out of a neighbourhood because they felt too many Black
families had moved in.

These are just a few examples but there are so many. Before using a common phrase in our
writing or speaking, it’s a good idea to find out where it came from.
 SOME NOTES ON WRITING ABOUT
SOCIOECONOMIC STATUS

Socioeconomic status is a term used to describe social position in relation to others,

usually considering factors like income, level of education attained, and perception of
work prestige. One's access to education and the way a white dominant, patriarchal culture
values their work can have direct connections to systemic racism, ableism, sexism, and so
on. Classism – prejudice or discrimination against people with less money and/or
education – is something we want to avoid in our writing.

Using specific, people-first language is a respectful choice.

Here are a few examples to consider, when writing about others:

instead of "the homeless," consider "people who are homeless" or "people living in
encampments" or "people in emergency shelters"
avoid "welfare recipients," consider "people who are receiving social assistance or
family benefits from the government"
avoid "high school dropout" and use strength-based language; for instance, "she
completed tenth grade"
instead of "the poor," we can specify: "people whose incomes are below poverty level"
avoid "the needy" or "people in need" entirely – as it's come to be used, it puts the
writer in a position of superiority (and, really, we are all in need)

It's also important to be mindful that financial wealth is not the norm for most people, and
to check our writing for assumptions about how much money our readers have or should
have.
 WRITING ALTERNATIVE TEXT FOR
IMAGES TO MAKE OUR WEBSITES MORE
ACCESSIBLE

Alternative text, called “alt text” for short, provides an equivalent alternative to visual
content on a website. Alt text is a short, clear description of an image, found in the HTML,
the back end code. For every image on our websites, there is a field where we can include
alt text.

Writing alt text well can make our sites more accessible to people with low vision or
blindness who rely on assistive technology. It is also useful to people with less reliable
internet connections which may not consistently load images. When an image fails to load
on a website, what comes up in its place is the alt text.

Writing good alt text makes our websites more inclusive.

People who do not read and people with some learning differences may also use screen
readers and assistive technology. While they may not need images described to understand
them, if they are listening to the descriptions, there are ways writers can make that a
better experience for them, too.

It helps to write it ALL out. Wherever possible, we should include written transcripts on
our websites so there is an equivalent alternative for any auditory content, too, not just the
visual content. As well, captioning videos helps ensure the content is accessible to Deaf
people, people with hearing loss, and people who require sound off. There are lots of
services for captioning and transcripts that are low cost and some that are free.

The focus of this guide is on basic writing to make our websites more welcoming but there
is much beyond the written word that can be done to create accessible websites. When
you're ready to go deeper, the Web Accessibility Initiative offers this guide.
HOW TO WRITE CONSIDERATE, USEFUL
ALT TEXT

Alt text is meant to be brief — under 120 characters — and to cover the essentials for
understanding the image. It’s also important to consider and include context, where
relevant.

For this photo, here are

examples of possible alt text
content, depending on context.

No special context: yellow bird

on branch of flowers

Content is about a particular

garden’s season: Goldfinch on
blooming forsythia branch in
June at Toronto Botanic Garden

Content is about identifying backyard birds: Male American Goldfinch in summer plumage
of bright yellow feathers with black cap

We don’t need to add the words “image description” at the beginning.

Artist attribution can be clunky in alt text, so it’s best to add it to the photo caption, text
beneath the image. A simple: “Photographer: Jill Wellington” would work for our goldfinch
example. Another option is to include credit for the photography in the main text of the
website. (I thank the extraordinary Johnny CY Lam for all the pictures of me in fields of
wildflowers on my website’s About page, along with a link to his work.)
Here is an example from my website, so you know where the
alt text goes in a site built using WordPress.

When you click on an image while logged into the back end website editor, the fields open
to the right and there is a box under the heading Alt text where alternative text for the
image can be added.

The nature of my work is intimate so, for me, it’s relevant to include reference to my age
and whiteness, as my life experience and lenses can matter to the people who want to work
with me. My connection to nature is an important part of my approach and being so I
mention that I am in the woods. The colours and imagery of my website tell a lot about me,
and the feeling of interacting with me, so I am responsible for finding ways of translating
that in language for those who don’t have access to the visuals.

For this headshot on my About Carrie page, the alt text reads: Close-up of writer Carrie
Klassen, a white middle-aged woman, smiling in the woods

ct image
sele

add text here

Adding alt text to website images is easy in most website editors. If you’re not sure how to
do it, Google “how to add alt text in [your website platform - WordPress, SquareSpace,
etc.]” and you will likely find several demos to help.
What if an image isn't a photo?

If an image is an icon, the alt text should be equivalent to the information represented by
the icon, such as “Go to our Facebook page.” or “Download the app.”

If an image is a link to another page, the alt text should describe that action, what will
happen when the image is clicked, and not the content of the image. A graphic that clicks
to an about page should have alt text that indicates that: “Go to the about page.”

If an image is merely decorative, such as a fancy line or graphical flourish for a section
break, leave the alt text field empty and screen readers will know to skip it.

If an image includes complex information, such as a chart or graph, if it makes sense for
the content, include the information from the visual in the writing of the web page content
so the chart is another way of taking in the same information. If there would be too much
information from the visual to repeat in the body of the text, create a “long description”
toggle or link so users have the choice of accessing this information in words. As an
example, for an illustration of a native perennial garden plan, in the long description,
include the names and numbers of the plants and their specific placements so a screen
reader user would have the same access to the information as someone who can see the
illustration. If you need to create long descriptions for images in your website, click here
for a short guide from Penn State.

If an image is a longer section of text, such as a beautifully designed poem or quote,

consider not including it as an image at all. Images that are full sentences or longer are too
long for alt text which makes them inaccessible to screen readers. Additionally, they may
be inaccessible to someone with slower internet access if they don’t load. And readers who
rely on online translation will also be left out. If you really, really love your text image,
though, then to provide an equivalent alternative, type out the content on the web page
alongside the image.
We can make social media friendlier for screen readers, too.

While this guide is specific to website writing, I want to note for us that there are ways we
can make social media more accessible as well.

Instagram, Facebook, Twitter, and LinkedIn all now have ways to add alt text to our image
posts so they can be described by a screen reader. If you’re not sure how to do it, Google
“how to add alt text [name of social media platform]” for the most current instructions. It’s
an easy, small step.

When sharing someone else's image, if it doesn't have alt text, we can write "Image
description in comments" at the end of our own caption, and then write out the image
description in the first comment. Explore Access has a short tutorial with more tips here.

Another way to improve the online experience for people using screen readers is to limit
our emoji use. I didn’t realize that for someone using a screen reader, the words rose,
sunflower, blossom, cherry blossom, tulip, bouquet, and herb would show up
randomly in the middle of a paragraph and, of course, wouldn’t make sense … and would
also make my enthusiasm for tiny digital flowers pretty annoying. Adding one or two for
colour at the end of a paragraph is better placement. (If you’re curious to know what words
come up for which emojis, Emojipedia has all the meanings.)

Using camel case, capitalizing the first letter of each word

when there aren’t spaces, makes hashtags easier for
screen readers — and people — to read. #PhotoOfTheDay
and #BlackLivesMatter are clearer and the use of camel
case ensures each individual word is read accurately.
 LANGUAGE IS A BEGINNING PLACE
When we consciously review our writing for bias and exclusion, it can indicate places
where we have more learning to do. And we all have learning to do; regardless of our
backgrounds, we have only travelled our own paths.

The most effective and compassionate communicators understand and care about their
readers. Empathy is one part of care and understanding; knowledge is the other.

We cannot write for connection if we only know our own

stories.

Ways to increase our empathy and awareness:

Hire and study with anti-racism and equity educators

Fill our social media feeds with diverse voices (follow, don’t friend) and expose
ourselves to more perspectives, interpretations, and stories
Read memoirs by diverse authors. I especially love audiobooks read by their authors;
there is so much meaning in how a word is intoned, how a phrase is emphasized
Watch films and docu-series by a diversity of directors
Attend rallies for human rights and listen to the speakers
Seek out (and pay!) diverse mentors in our lines of work

While this guidebook is about language and writing, our

commitments to one another must extend beyond words in
order for the words to hold meaning.

It’s beautiful but not nearly enough to write “everyone is welcome” on our websites. We
must also take (and, where appropriate, name) concrete actions that contribute to creating
more inclusive spaces and experiences. These are things like specific personal and staff
training, having gender neutral restrooms, clear anti-oppression policies, and so on.
 A FEW RESOURCES

I am grateful to have compassionate anti-oppression teachers in my circle and to have

access to different learning materials. Here are a few of the resources I’ve benefited from,
in no particular order, that you may appreciate as well.

Whiteness at Work - This online course by The Adaway Group TAUGHT ME THINGS.
Even if your workplace is an office of one, this is an excellent, excellent course.
Especially if you think you already know things. I also recommend signing up for their
newsletter and following Desiree Adaway in every place you can. She’s a force.
So You Want to Talk About Race by Ijeoma Oluo - This book is a great introduction to
talking about race and understanding racism.
Honouring the Truth, Reconciling for the Future: Summary of the Final Report of the
Truth and Reconciliation Commission of Canada - This book is obviously specific to the
history and present of Canada and I think it’s important for every Canadian to read -
but it may also be informative for readers in the U.S. where similar “boarding schools”
for Indigenous children existed. We can download a PDF of the report summary here.
The Gender Unicorn - This character isn’t everyone’s favourite but I found it helpful for
understanding the different terms and experiences around gender.
The Pronouns Song - This tune is total delight and such a fun way to learn and practice
pronouns.
From the Ashes: My Story of Being Métis, Homeless, and Finding My Way by Jesse
Thistle - I am a better human for having read Jesse’s story. If you are not a person who
has been cut off from culture or who has not experienced poverty or challenges with
drug use, this book may be a way to deepen empathy and understanding.
Race Demystified - this is a memorable, powerful, heart-opening two-day learning
experience taught by Milagros Phillips, who is compassionate and direct and wise. I
was fortunate to attend in-person pre-pandemic but now it is available online to reach
more people.
Liberation Library Book Club - Artist and anti-oppression consultant Rania El
Mugammar's book club always fills quickly. She's a brilliant facilitator and her book
lists inspire.
Diverse stock photography - Representation matters and our visuals are a message too.
 THANK YOU

This guidebook was written by me, Carrie Klassen. I'm grateful

you share my care for words.

I am a writer, ghostwriter, and professional communicator. I am

also a city girl who grows tomatoes, harvests plantain, and feels
most understood by the wild phlox that sprang up in our
backyard one summer. I help people take care in finding the
words for hard, beautiful, and important things. And I help
people use intentional language to deepen relationships with
nature, ourselves, and each other.

You can learn more about my work, writing, favourite flowers, and efforts at making the
internet a better place of belonging at carrieklassen.com and on Instagram at
instagram.com/care.klassen.

This guidebook wouldn't be possible if it weren't for the friends and teachers who reviewed
it and made it better and asked for no credit, quietly making the internet nicer.

Also available as a gift:

WORK AS A PEACE PRACTICE
Work as a Peace Practice is a short self-reflective guide to help
each of us find the work that can be our calming meaningful
personal practice right now.

Like this guidebook, it's a gift. I hope you find it helpful.

Available for instant download
at www.carrieklassen.com/work-as-a-peace-practice.