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

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B: {My Dads like that} V: {My Dads like that} T: …I’m sorry right it’s not as fun as… H: {I think a lot of it is to do with attitudes in school, cos the teachers like, a lot of it is due to kind of ignorance and things like that, cos people aren’t told about it, cos teacher aren’t being, well possibly, I dunno, you know, I’ve not been on a teaching course, but they’re not told about these kinds of issues in a classroom and I was like I was… T: {inaudible} H: …like I went to a very diverse school, but there were never anything like that. It was always set in stone that racism was wrong. So there was like kind of, no-one in my school was kind of black or from other races it was always kind of said that that’s always always wrong, and then they was like sort of really homophobic and things like that… T: {Yeah but yeah but they never put the point across that its actually normal to be gay, which really does my head in because they say that um racisms ur are wrong and everything, well why cant homophobia be? AM: {That’s what my research is like is based on, what I’m trying to do, so… V: {I work in a nursery and I know it’s a bit different and I know it’s a nursery but they is a lickle boy who is kind of I think showing trans things. Its like when you’re talking round the table, he’s like, I want to be a little, I want to be a big boy like my sister, I want to be a big girl, its like and its just stuff like that and the teachers actually sat him on the egg timer before, which is used as a punishment, for telling him not to be silly. AM: Yeah, no I’ve heard, I’ve heard about experiences like that. I’ve got um two young god children, one of whom is a toddler and he, well he, he’s not I don’t think at all that he’s gay or trans, but that’s neither here nor there, he just likes dolls… V: {yeah} AM: …and in in his nursery they wont let him play with dolls and when I found out, well when his mum found out we went absolutely mad and he’s not from a gay family, he from a straight family … V: {yeah} AM: …but you know, so, it does, it’s very common. T: In the nursery where I worked at you know, all the lads, you know you have like dress up and they all dressed as like women or fairies or sumin’ and pretended to be women… V: {how cute!}
T: …and I thought it were really cute cos they were all like and then all the little girls were like, I wanted to play with that [//] and they started a big fight and they were all like no, I wanna be a big girl, and I were like, I love you kids [//] I don’t even like kids so… V: {inaudible AM: Right, before we move on to the next section which is um about [//] you’ve told me a lot about your experiences and this section is going to be more about the impact of these experiences have had on you. So just to kind of tie up this section, has anyone got any more comments about generally how the school environment made you feel, um… V: {It was crap!} AM: …that that sums it up well! Whether there were any subjects that were particularly good or bad that people felt included? V: English literature was good. AM: Sorry? V: English literature cos we did a big thing on lesbian poetry… AM: {right, ok} V: …um and I loved, um it was really good and the English teacher was ace, um she was an inside, um outside teacher who came in… AM: {supply} V: …but that was the only good thing. PE was crap… D: {I think it’s been mostly RE, Sex Ed and PE that have been pretty much mostly the ones. AM: Yeah, RE and Sex Ed I’m not surprised about, PE I’m slightly surprised about, not well, well not well surprised about… T: {Yeah most um kids think the teachers are gay if they are women. H: {I know} AM: Female PE teachers? T: Yeah. V: Like our teacher as well…
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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
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DOWNLOADS 79 Downloads (DLs) DL1: W
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Local Government Act 1988 CHAPTER 9
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Local Government Act 1988 c. 9 iii
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Appendix 10 Interview Schedules ~ C
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Questions 1. Could you please tell
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My view: I think these issues are e
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emain rare. Why they are not making
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11.What do you think are the legaci
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Research Interview Consent Form I C
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Appendix 12 Poster sent to LGYM
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Appendix 13 Background Information/
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10 10. At what age did you ‘come
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16 10. At what age did you ‘come
Page 165 and 166: n/a 10. At what age did you ‘come
Page 167 and 168: 10 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 191 and 192: HAVE YOU EXPERIENCED OR WITNESSED B
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: B: Um there was rules put in place
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
Page 241 and 242: Interview with Silver ~ LGYM 17/06/
Page 243 and 244: eliefs as well as their cultist lik
Page 245 and 246: do to get rid of me, um cos I’ve
Page 247 and 248: know now I’m on the whole gay sce
Page 249 and 250: S: Cos if I ever got, if and when I
Page 251 and 252: AM: Ok, ur recent research has clea
Page 253 and 254: set down by the Government does tal
Page 255 and 256: around trans. We are really pleased
Page 257 and 258: curriculum there is a lot of change
Page 259 and 260: AM: Yeah. I think that probably cov
Page 261 and 262: AM: …and why it is inappropriate
Page 263 and 264: AM: Ok, the next question is about
Page 265 and 266: 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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