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

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Mum wont let your girlfriend sleep just come round to mine, you know you’ve got a spare bed, I were like, well. U: {laughs} N: I’d rather you didn’t bring them to mine! T: You’re closer! AM: Ok, let’s start to draw this to a close. We’ve just been talking a lot actually about, about kind of the influences that you get, been getting from home um, church in some cases, from spaces like this and obviously we’ve talked mainly about schools, um I was wondering, I was just wanted to know if any of you have got anything to say on what you feel has helped, it’s been quite negative in terms of experiences, what’s helped you to understand your non-normative… V: {this place} AM: …sexual identity, um as you’ve grown up? V: This place basically. It took me two years to come here, um, I used to be a lurker on a website called queer youth.org.uk and I found out about this from a friend called TJ who I met over the internet who goes to one in London basically and she told me about the website and I lurked for hours, in fact no I lurked for years actually and it took two years to come here and I came with my best mate Laura um Laura K and then Laura stopped coming for various reasons but this place basically they were there when I got outed to me Dad they were there, I was on a float with these lot and there was me Dad holding up a sign saying [//] not nice things, which was very bad, but I know, I know for a fact that this place does so many good things for so many people and its saved so many lives and its just its such a good place and it’s the only place where you can come and be yourself. AM: You don’t feel you could be yourself at school then? V: No. T: I love it in Bolton town centre cos practically everybody there is either bi or gay anyway… N: {or tries to be bi at least, it’s awesome} T: …yeah, yeah. No, it’s apparently ur like ur its like a fashion statement if you’re bi. U: Oh I hate all those annoying…. T: {it’s like I’m so cool} U: …they’re like we’re scene we’re this we’re that it’s like oh just burn yourself!
V: I’m bisexual but I’m only bi-sexual so I can kiss a boy, kiss a girl in front of a boy and make them horn… U: {I know} V: …so that they will come on to me, sorry! (inaudible) AM: Ok um yes, anyone else [//] about what they think helped most the most in their sexual identity development? B: Um my best friend Jess. AM: Ok. V: Awwwww! B: Basically she came out before me as bisexual and went out with one of my other best mates… AM: {right B: …and um that all ended up really bad but um we just um we just, when I came out about two years after her because I’d seen all the rubbish she’d got in when she was being bi um basically we just went through it together and then I went with my first girlfriend um we went through coming out together in high school. It was like proper (inaudible) me mates. AM: So did you see your friend, was she the same age as you or a bit older? B: She’s a bit older. AM: Did you see her as a bit of a role model? B: Um, not really no. AM: No? Ok, I was just wondering whether any anyone thinks it may have helped if they had adults, teachers possibly, as kind of role models, not necessarily gay, but supportive of [//] yeah I suppose gay… D: {Someone to get all your friends to look up to yeah, they’d be seen as a role model… T: {my, my… V: {Me Mum and me Aunty Alison. AM: As role models?
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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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n/a 10. At what age did you ‘come
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I don’t remember 10. At what age
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16, out with friends and family at
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11ish 10. At what age did you ‘co
Page 181 and 182: 13 10. At what age did you ‘come
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 and 190: 17 22. At what age did you ‘come
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 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: V: I came out, my Mum announced me
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
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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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