Non-Normative Gender and Sexual Identities in Schools: - Schools Out

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Lesbian and Gay A4 4/1/04 3:53 PM Page 5 The inspectors are required to assess the extent to which schools actively enable pupils to understand and respect other people's feelings, values and beliefs and to understand the responsibilities of living in a community. Inspectors are also required to assess the extent to which the school provides effective PSHE, including sex and relationships education and the extent to which the school ensures that pupils work in a healthy and safe environment. A recent OFSTED report 5 has shown that schools can reduce incidences of bullying. The main findings include the following: ● ● ● ● Schools with the most successful approaches to bullying canvassed and took full account of pupils' views. They dedicated curriculum and tutorial time to discussing relationships and matters like bullying. Features of good practice included the efficient checking of the school site, setting up safe play areas or quiet rooms, and close supervision at the start and finish of the school day. Schools need sound procedures for the reporting and the prompt investigation of allegations of bullying so that analysis of patterns could inform policy and practice. Follow-up action to ensure that the confidence of bullying victims was restored and that bullying did not re-occur was not comprehensive enough or well enough sustained. Where used, 'circles of friends', peer counselling, learning mentors and outside agencies often proved effective in supporting victims, in modifying the behaviour of bullies and affecting the culture of the school. The Role of the NUT The NUT is at the forefront in the campaign for equality of opportunity and fair treatment for all students and staff, regardless of gender identity or sexual orientation. The NUT's work on these issues has been successful and longstanding. The NUT: ● has a working party on Lesbian, Gay, Bisexual and Transgender Equality in Education which provides advice to the National Executive on ● ● ● ● ● ● the promotion of equality for lesbian, gay, bisexual and transgender teachers and pupils; organises an annual conference on LGBT equality in education; was the first teachers' union to hold a seminar on homophobic bullying; is actively involved in TUC activities which promote LGBT equality, including the annual TUC LGBT Conference; at international level, continues to work with other Commonwealth teachers' unions and Education International to develop policies on lesbian and gay equality; persistently campaigned for the repeal of Section 28; and is part of a joint campaign developed by Stonewall, FFLAG and LGBT Youth Scotland called Education for All which is working with national government, local authorities and education, voluntary and community sectors to develop and implement a UK wide action plan to ensure that all LGBT young people can fulfil their potential and that the school system can deal appropriately with homophobia. The NUT welcomed the repeal of Section 28. The clause fuelled homophobia and inhibited valuable anti-discrimination initiatives. The repeal of Section 28 should empower schools to challenge homophobia and homophobic bullying. Lesbians, gay men, bisexual and transgender people are all represented within school communities as teachers, support staff, students, parents and governors. The NUT will continue working to tackle the discrimination faced by both LGBT students and teachers and to promote equality. Advice to NUT School Representatives NUT members should feel confident that concerns and complaints about discrimination or harassment will be treated sensitively and seriously. Such members should be advised to contact their NUT regional office or, in Wales, NUT Cymru. 4
Lesbian and Gay A4 4/1/04 3:53 PM Page 6 Further Information Education and Equal Opportunities Department The National Union of Teachers Hamilton House Mabledon Place London WC1H 9BD www.teachers.org.uk Tel:020 7388 6191 Chrysalis (Working for the rights and perspectives of lesbians, gay men, bisexual and transgendered people) Tel:020 7635 0476 chrysalis03@yahoo.co.uk Department for Education and Skills (DfES) School Inclusion Division Sanctuary Buildings Great Smith Street London SW1P 3BT www.dfes.gov.uk/bullying Press for Change (campaigning for respect and equality for all trans people) BM Network London WC1N 3XX Email: editor@pfc.org.uk www.pfc.org.uk School's Out! National (Working for LGBT equality in education) BM School's Out! National London WC1N 3XX secretary@schools-out.org.uk www.schools-out.org.uk Stonewall 46-48 Grosvenor Gardens London SW1W 0DH www.stonewall.org.uk Educational Action Challenging Homophobia Office 24 14 Clifton Down Road Bristol BS8 4BF www.eachaction.org.uk info@eachaction.org.uk 0117 974 3795 FFLAG: Families and Friends of Lesbians and Gays FFLAG P O Box No. 84 Exeter EX4 4AN www.fflag.org.uk 01454 852418 Joint Action Against Homophobic Bullying (JAAHB) (Lesbian, gay and bisexual support in the South West) The Intercom Trust P O Box 285 Exeter Devon EX1 2YZ Email: jaahb@intercom.freeserve.co.uk Bullying helpline: 01392 20 10 18 LAGER (Lesbian and Gay Employment Rights) Unit 1G Leroy House 436 Essex Road London N1 3QP info@lageradvice.org.uk www.lager.dircon.co.uk 5
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Non-Normative Gender and Sexual Ide
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Contents Dedication Acknowledgement
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Acknowledgements The completion of
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Introduction Bullying in schools on
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Literature Review In this review, I
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need to deconstruct hierarchies of
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Schools, Queerphobia and Heteronorm
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As we moved through the sixties and
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Experiences of young people at scho
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cultures of students, teachers and
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However, as equality strides have b
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perhaps subverting it, and thus all
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NUT also has a successful LGBT Work
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Stand Up For Us was therefore, the
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Where the School Report positively
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Presently however, when it comes to
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Methodology Research Context My rev
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have been provided with a broader r
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Questions: Having reviewed existing
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Name Gender Age Sexual Age left Age
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enhanced my work because it provide
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The application of my own interpret
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the potential to enrich my work and
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described a number of problems face
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teachers in these examples reinforc
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As Chris says, although schools may
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needs to be wariness that such resp
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then the school’s attitude is ‘
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As well as understanding these issu
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I obviously pick up on it all the t
Page 61 and 62: eacted badly to her being gay that
Page 63 and 64: very least, even if schools were no
Page 65 and 66: The visibility of LGBT History Mont
Page 67 and 68: Five years after Section 28’s rep
Page 69 and 70: ecognise and address the multiplici
Page 71 and 72: References Adams, N., Cox, T. and D
Page 73 and 74: Butler, J. (2005) Giving an Account
Page 75 and 76: DfES. (2003) Every Child Matters. L
Page 77 and 78: Gender Recognition Bill 2004. [HL]
Page 79 and 80: Jones, C. and Mahony, P. (eds.) (19
Page 81 and 82: Mullen, A. (1999) Social Inclusion:
Page 83 and 84: Potter, E. (1993) ‘Gender and Epi
Page 85 and 86: Servier, A. (2008) ‘Comment’. R
Page 87 and 88: Ward, N.J. (1991) White Woman Speak
Page 89 and 90: Appendices Contents 1. ATL ~ LGBT P
Page 91 and 92: Association of Teachers and Lecture
Page 93 and 94: Model lesbian, gay, bisexual and tr
Page 95 and 96: Association of Teachers and Lecture
Page 97 and 98: Why do we need a focus on homophobi
Page 99 and 100: Appendix 2 NUT ~ LGBT Resources for
Page 101 and 102: Tackling Homophobia A4 3/6/04 5:15
Page 109 and 110: Lesbian and Gay A4 4/1/04 3:53 PM P
Page 111: Lesbian and Gay A4 4/1/04 3:53 PM P
Page 115 and 116: Lesbian and Gay A4 4/1/04 3:53 PM P
Page 117 and 118: NATIONAL UNION OF TEACHERS FEBRUARY
Page 119 and 120: NATIONAL UNION OF TEACHERS FEBRUARY
Page 121 and 122: NATIONAL UNION OF TEACHERS JULY 200
Page 123 and 124: NATIONAL UNION OF TEACHERS JULY 200
Page 125 and 126: Model Statement on Sexual Orientati
Page 127 and 128: Appendix 5 School Report (2007) ~ S
Page 129 and 130: 2Key Findings 2.1 Bullying: • Alm
Page 131 and 132: 8 Recommendations There are ten key
Page 133 and 134: Appendix 7 Safe to Learn (2007) ~ E
Page 135 and 136: GUIDANCE 05 Executive summary 5. Wh
Page 137 and 138: GUIDANCE 07 Executive summary boxes
Page 139 and 140: DOWNLOADS 79 Downloads (DLs) DL1: W
Page 141 and 142: Local Government Act 1988 CHAPTER 9
Page 143 and 144: Local Government Act 1988 c. 9 iii
Page 145 and 146: Appendix 10 Interview Schedules ~ C
Page 147 and 148: Questions 1. Could you please tell
Page 149 and 150: My view: I think these issues are e
Page 151 and 152: emain rare. Why they are not making
Page 153 and 154: 11.What do you think are the legaci
Page 155 and 156: Research Interview Consent Form I C
Page 157 and 158: Appendix 12 Poster sent to LGYM
Page 159 and 160: Appendix 13 Background Information/
Page 161 and 162: 10 10. At what age did you ‘come
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16 10. At what age did you ‘come
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n/a 10. At what age did you ‘come
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I don’t remember 10. At what age
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16, out with friends and family at
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11ish 10. At what age did you ‘co
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LGYM Youth Focus Group Framework 17
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Other Prompts: Before you were sel
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Appendix 15 Background Information/
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HAVE YOU EXPERIENCED OR WITNESSED B
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Th e Co ach House 5 Hillary Place U
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1. Name: Sandra Jamieson 2. Years a
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Appendix 19 Interview Schedule ~ Ga
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1. Do you see homo/bi/transphobia a
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Examples of Policies: (only bring i
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Appendix 20-24 Transcripts
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please tell me a bit about your own
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U: Ur when I was at high school wha
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B: What? AM: I thought someone want
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U: {yeah} T: Cos I had an argument
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{inaudible} T: …yeah but like all
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B: Um there was rules put in place
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T: …and I thought it were really
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V: No… T: {Right cos in my music
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oom with her didn’t I and they we
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AM: …think, well actually fuck yo
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AM:…yes you are absolutely right
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D: …and he wasn’t totally disgu
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B: Well I don’t actually feel com
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V: I came out, my Mum announced me
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V: I’m bisexual but I’m only bi
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N: Yeah. T: And ur yeah after prima
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D: I think a lot of older people do
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V: I don’t know, I can be slightl
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Interview with Silver ~ LGYM 17/06/
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eliefs as well as their cultist lik
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do to get rid of me, um cos I’ve
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know now I’m on the whole gay sce
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S: Cos if I ever got, if and when I
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AM: Ok, ur recent research has clea
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set down by the Government does tal
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around trans. We are really pleased
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curriculum there is a lot of change
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AM: Yeah. I think that probably cov
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AM: …and why it is inappropriate
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AM: Ok, the next question is about
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AM: {yes quite} SS: …so a whole b
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with you know the implications of w
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SS: {yes, yes, here we are in 2008
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AM: …there’s this whole debate
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AM: Right SS: That I’m aware of.
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SS: No, this was about Homophobia a
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AM: …exactly, where they’ve got
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supposed to know about these things
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SS: Um so there’s all that stuff
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SS: I mean it’s I say if they wer
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AM: …I wonder [//] same sex relat
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AM: …gay teachers as well who are
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AM: Um hum. Yep. SS: He also does a
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AM …so if you’ve got a teacher
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AM: Yeah. SS: You know there’s a
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AM: Yes, the one you sent your coll
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AM: And I’ve seen them before and
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SS: …I mean he, that makes it pre
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AM: Ok, um sort of sticking with ki
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AM: {that’s a really good point y
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SS: So link up for instance with um
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Interview with Sandra Jamieson ~ Le
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AM: So do you feel by none of them
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AM: Yeah. SJ: And it, you could, so
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AM: but by using that word as a der
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AM: Yeah, so how firstly how import
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SJ: {it seems that, cos I I say a l
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AM: It’s school policy it’s not
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SJ: Well, I think that’s another
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SJ: Yeah. 3 years. AM: Just complet
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ullying or whether it’s the gener
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Do you know what I mean and it’s
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Non-Normative Gender and Sexual Identities in Schools: - Schools Out

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