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

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Appendix 16 Poster sent to Schools
HAVE YOU EXPERIENCED OR WITNESSED BULLYING BASED ON GENDER/SEXUAL ORIENTATION IN YOUR SCHOOL? IS YOUR SCHOOL PROACTIVE IN EQUALITY AND DIVERSITY FOR STUDENTS AND EMPLOYEES? ARE YOU AFFECTED BY YOUR GENDER/SEXUAL ORIENTATION AT WORK? ARE STUDENTS’ GENDER/SEXUAL ORIENTATION AFFECTED BY THEIR EXPERIENCES AT SCHOOL? If you are interested in any of these questions, and others, I would like to speak with you… I am conducting postgraduate research on how the school environment affects young people who identify, or are beginning to identify as sexual or gender minorities, including but not limited to Gay, Lesbian, Bisexual or Transgender. I would like to speak with anyone involved in education who feels they are able to contribute to this research, including but not limited to teachers, parents and teaching assistants. Please Contact AMY MACMILLAN by 23/05/08 Email: gs07alm@leeds.ac.uk; Phone: 0113 3438337
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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
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Ward, N.J. (1991) White Woman Speak
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Appendices Contents 1. ATL ~ LGBT P
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Association of Teachers and Lecture
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Model lesbian, gay, bisexual and tr
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Association of Teachers and Lecture
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Why do we need a focus on homophobi
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Appendix 2 NUT ~ LGBT Resources for
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Tackling Homophobia A4 3/6/04 5:15
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Lesbian and Gay A4 4/1/04 3:53 PM P
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NATIONAL UNION OF TEACHERS FEBRUARY
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NATIONAL UNION OF TEACHERS FEBRUARY
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NATIONAL UNION OF TEACHERS JULY 200
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NATIONAL UNION OF TEACHERS JULY 200
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Model Statement on Sexual Orientati
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Appendix 5 School Report (2007) ~ S
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2Key Findings 2.1 Bullying: • Alm
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8 Recommendations There are ten key
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Appendix 7 Safe to Learn (2007) ~ E
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GUIDANCE 05 Executive summary 5. Wh
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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
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/
Page 189: 17 22. At what age did you ‘come
Page 193 and 194: Th e Co ach House 5 Hillary Place U
Page 195 and 196: 1. Name: Sandra Jamieson 2. Years a
Page 197 and 198: Appendix 19 Interview Schedule ~ Ga
Page 199 and 200: 1. Do you see homo/bi/transphobia a
Page 201 and 202: Examples of Policies: (only bring i
Page 203 and 204: Appendix 20-24 Transcripts
Page 205 and 206: please tell me a bit about your own
Page 207 and 208: U: Ur when I was at high school wha
Page 209 and 210: B: What? AM: I thought someone want
Page 211 and 212: U: {yeah} T: Cos I had an argument
Page 213 and 214: {inaudible} T: …yeah but like all
Page 215 and 216: B: Um there was rules put in place
Page 217 and 218: T: …and I thought it were really
Page 219 and 220: V: No… T: {Right cos in my music
Page 221 and 222: oom with her didn’t I and they we
Page 223 and 224: AM: …think, well actually fuck yo
Page 225 and 226: AM:…yes you are absolutely right
Page 227 and 228: D: …and he wasn’t totally disgu
Page 229 and 230: B: Well I don’t actually feel com
Page 231 and 232: V: I came out, my Mum announced me
Page 233 and 234: V: I’m bisexual but I’m only bi
Page 235 and 236: N: Yeah. T: And ur yeah after prima
Page 237 and 238: D: I think a lot of older people do
Page 239 and 240: 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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