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

More documents

Recommendations

Info

AM: Ok, well just before we move on to sort of the next little bit, has anyone got any final comments about anything that kind of happened at school that you feel we haven’t covered? [//] No, OK. So the next section then really is about how you think all these things that we’ve just talked have affected you in the short and the long term. So I wanna know about any kind of consequences of these experiences. Part [//] mostly on yourself and your identity, so for example if you were say bullied before you were comfortable with your own lesbian identity for example how do you think this affected you in any way, the fact that you were bullied. But also what practical affects, like your academic achievements, attendance maybe if you were bullied when you were at school, um friendships, family relationships and also you health, really importantly, like whether, like well I don’t think there’s any point in saying negative or positive, cos its bound to be negative isn’t it, negative effects on your physical or mental health, perhaps even sexual relationship, just your general well-being or lack of really, in the short term and the long term, so. T: I like completely like just didn’t go in for any of my exams because I were being bullied so, so like I I like failed all of them in year 9 so I didn’t have any sets to go into in year ten. AM: That would have been your SATS? T: Yeah and then I had um a maths GCSE like a month ago and it all started up again, me being the dyke of year ten, Dom wasn’t it anymore, it was me and um a load of stuff kicked off and um I ended up getting kicked out for a couple of days and [//] like they all said it were my fault for being gay, I was like… AM: {the teachers said this?} T: …yeah, well some of them did but others were like its fine its fine, just leave calm down and then we had this um, I had to go into a DT for the first day I were back, just so I didn’t get into trouble and the one person that was really doing my head in calling me gay was… V: {was in that DT?} T: …was in that DT! V: Oh fuck! T: Yeah. V: So you get (inaudible) and then you get in trouble and they give you a DT for three days [//] excellent! T: There was like, cos there were a load of tables in the classroom and everything, at one point the teacher were just looking at me while we were having a big argument, I ended up jumping over a table, she ended up going to hospital for a while. And um they said, you shouldn’t hang around with her, I went yeah cos I clearly wanted to be in the same
oom with her didn’t I and they were all like well well you shouldn’t you shouldn’t be in this in a DT then, I were like you told me to come here [//] and its like I failed my maths GCSE so I had to re-sit and I had to do it at a lower level, so all my grades were just like [//] yeah. AM: Anyone else? V: {DT’s!} T: It was a fun DT! N: I, I don’t remember school I, I’ve slept since. AM: You don’t remember school? N: I’ve slept since then. (laughs) T: You’ve slept a lot since then, you don’t get up, I kicked you in the head. {inaudible} N: It were 3 o’clock in the morning shut up! H: I just didn’t want to go in anymore, cos, I felt like I um, I just felt hated by everyone, I didn’t feel like I could um trust anyone… AM: {yeah} H: …so like I didn’t wanna um, like people sort of screwed me over anyway like, sort of got my trust and then just like left me anyway, but then like it just made me feel like even worse like I couldn’t like build up any sort of friendships or relationships with anyone cos I thought they were like just gonna do the same thing, like sort of play off the fact that I probably would trust them, sort of not straight away cos I’m not that stupid but just kind of fairly sort of consistently I sort of try and be there for them and so [//] in the end like I just didn’t go into and of my lessons and things like that cos I just couldn’t be with these people cos they were just using me I just couldn’t like they would just like (inaudible) things and just like make comments and so… AM: {So this really affected your academic achievement then? H: …yeah then I just like there were other things going on like at home and it just made it worse and they made comments on that as well, like and they just sort of thought they knew me pretty inside out and they just didn’t and so… T: {It is stupid that people have stereotypical views though cos like they all think yeah if a guys gays then he’s gonna be proper girly, and if a girls lesbian then they’re gonna be
Page 1 and 2:
Non-Normative Gender and Sexual Ide
Page 3 and 4:
Contents Dedication Acknowledgement
Page 5 and 6:
Acknowledgements The completion of
Page 7 and 8:
Introduction Bullying in schools on
Page 9 and 10:
Literature Review In this review, I
Page 11 and 12:
need to deconstruct hierarchies of
Page 13 and 14:
Schools, Queerphobia and Heteronorm
Page 15 and 16:
As we moved through the sixties and
Page 17 and 18:
Experiences of young people at scho
Page 19 and 20:
cultures of students, teachers and
Page 21 and 22:
However, as equality strides have b
Page 23 and 24:
perhaps subverting it, and thus all
Page 25 and 26:
NUT also has a successful LGBT Work
Page 27 and 28:
Stand Up For Us was therefore, the
Page 29 and 30:
Where the School Report positively
Page 31 and 32:
Presently however, when it comes to
Page 33 and 34:
Methodology Research Context My rev
Page 35 and 36:
have been provided with a broader r
Page 37 and 38:
Questions: Having reviewed existing
Page 39 and 40:
Name Gender Age Sexual Age left Age
Page 41 and 42:
enhanced my work because it provide
Page 43 and 44:
The application of my own interpret
Page 45 and 46:
the potential to enrich my work and
Page 47 and 48:
described a number of problems face
Page 49 and 50:
teachers in these examples reinforc
Page 51 and 52:
As Chris says, although schools may
Page 53 and 54:
needs to be wariness that such resp
Page 55 and 56:
then the school’s attitude is ‘
Page 57 and 58:
As well as understanding these issu
Page 59 and 60:
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 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Lesbian and Gay A4 4/1/04 3:53 PM P
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
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
Page 163 and 164:
Page 165 and 166:
n/a 10. At what age did you ‘come
Page 167 and 168:
Page 169 and 170: I don’t remember 10. At what age
Page 171 and 172: 13 10. At what age did you ‘come
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 and 216: B: Um there was rules put in place
Page 217 and 218: T: …and I thought it were really
Page 219: V: No… T: {Right cos in my music
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
Page 267 and 268: with you know the implications of w
Page 269 and 270: SS: {yes, yes, here we are in 2008
Page 271 and 272:
AM: …there’s this whole debate
Page 273 and 274:
AM: Right SS: That I’m aware of.
Page 275 and 276:
SS: No, this was about Homophobia a
Page 277 and 278:
AM: …exactly, where they’ve got
Page 279 and 280:
supposed to know about these things
Page 281 and 282:
SS: Um so there’s all that stuff
Page 283 and 284:
SS: I mean it’s I say if they wer
Page 285 and 286:
AM: …I wonder [//] same sex relat
Page 287 and 288:
AM: …gay teachers as well who are
Page 289 and 290:
AM: Um hum. Yep. SS: He also does a
Page 291 and 292:
AM …so if you’ve got a teacher
Page 293 and 294:
AM: Yeah. SS: You know there’s a
Page 295 and 296:
AM: Yes, the one you sent your coll
Page 297 and 298:
AM: And I’ve seen them before and
Page 299 and 300:
SS: …I mean he, that makes it pre
Page 301 and 302:
AM: Ok, um sort of sticking with ki
Page 303 and 304:
AM: {that’s a really good point y
Page 305 and 306:
SS: So link up for instance with um
Page 307 and 308:
Interview with Sandra Jamieson ~ Le
Page 309 and 310:
AM: So do you feel by none of them
Page 311 and 312:
AM: Yeah. SJ: And it, you could, so
Page 313 and 314:
AM: but by using that word as a der
Page 315 and 316:
AM: Yeah, so how firstly how import
Page 317 and 318:
SJ: {it seems that, cos I I say a l
Page 319 and 320:
AM: It’s school policy it’s not
Page 321 and 322:
SJ: Well, I think that’s another
Page 323 and 324:
SJ: Yeah. 3 years. AM: Just complet
Page 325 and 326:
ullying or whether it’s the gener
Page 327 and 328:
Do you know what I mean and it’s
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?