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

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Appendix 8 Safe to Learn (2007) ~ Downloads
DOWNLOADS 79 Downloads (DLs) DL1: What does homophobic bullying look like? 80 DL2: The role of governors in preventing homophobic bullying 81 DL3: The School Evaluation Form and homophobic bullying 82 DL4: Raising awareness about homophobic bullying in the school community 86 DL5: Developing policies, practices and procedures 87 DL6: Developing the curriculum to prevent homophobic bullying 88 DL7: Steps for staff development 89 DL8: Making pupil support systems inclusive 90 DL9: Working with pupils who bully 92 DL10: Working with parents and carers 93 DL11: Schools with a religious character and homophobic bullying 94 DL12: How to talk to pupils about homophobic language 96 DL13: Promoting positive messages about different families 98 DL14: How to support lesbian, gay and bisexual pupils 102 DL15: Coming out stories 104 DL16: Responding to verbal incidents in primary school 106 DL17: Responding to verbal incidents in secondary school 108 DL18: Responding to physical homophobic bullying 110 DL19: School evaluation form for heads 111 DL20: Ideas about how to discuss homophobic bullying in secondary schools 116 DL21: KS1 118 DL22: KS2 120 DL23: KS3 122 DL24: KS4 124 DL25: Holding bullies to account 126 DL26: Supporting those harmed by bullying 127 DL27: The experiences of girls 128 DL28: The experiences of boys 131 DL29: Summary – addressing homophobic bullying in your school 134
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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
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eacted badly to her being gay that
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very least, even if schools were no
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The visibility of LGBT History Mont
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Five years after Section 28’s rep
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ecognise and address the multiplici
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References Adams, N., Cox, T. and D
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Butler, J. (2005) Giving an Account
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DfES. (2003) Every Child Matters. L
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Gender Recognition Bill 2004. [HL]
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Jones, C. and Mahony, P. (eds.) (19
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Mullen, A. (1999) Social Inclusion:
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Potter, E. (1993) ‘Gender and Epi
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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 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: GUIDANCE 07 Executive summary boxes
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
Page 165 and 166: n/a 10. At what age did you ‘come
Page 169 and 170: I don’t remember 10. At what age
Page 177 and 178: 16, out with friends and family at
Page 179 and 180: 11ish 10. At what age did you ‘co
Page 183 and 184: LGYM Youth Focus Group Framework 17
Page 185 and 186: Other Prompts: Before you were sel
Page 187 and 188: Appendix 15 Background Information/
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17 22. At what age did you ‘come
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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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