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

9. What do you think the significance of using terms such as ‘gay’,
‘poof’, ‘dyke’, ‘tranny’ etc as a ‘put down’ terms in the playground
and classroom is? Does this constitute homo/bi/trans bullying?
Prompt: Can we differentiate between the terms’ usage in different
contexts? What value and meanings are attached to these terms?
My view: I think this is bullying and feel to some extent context can
affect meaning and significance, but this is very difficult to
recognise at school age. Education is the key, to teach pupils what
are the factual meanings of terms and why using them in certain ways
is offensive.
10.In your experience what do you feel are the short and long-term
effects on LGBT young people of:
a. Homo/bi/transphobic bullying at school?
b. Heteronormative/heterosexist culture of schools?
Prompts: Physical and Psychological health, academic achievement,
social confidence, attendance, careers, relationships, sexual
relationships, family relationships?
My view: I feel that development, negotiation and management of
identity during your school years is really important for your
future health and that the difficulties that LGBT youth face with
this have the potential to affect them throughout their lives. I feel
that identity choices can often be restricted for young people within
schools and even when they are able to explore them, fluidity is not
seen as an option, e.g. even if the identity is non normative it is still
defined. Also, I think the heteronormative culture and prevalence of
homo/bi/transphobic bullying in British schools, does not only effect
those directly subjected to harassment either as LGBT, LGBT
perceived, or LGBT by association (friends and family individuals of
LGBT people), but also those who take on board these discriminatory
values and pursue them against others and to a lesser extent those who
although do not actively participate in discrimination, witness it
happening and are passive about it.