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

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{inaudible} AM: …do you think that people see that as really weird do you think? H: Its like, I liked girls even before like in year five… V: {it’s like my cousin, she came out in like year five at primary school she was getting loads and loads of crap at school in primary school and she just stood up in the middle of assembly and went look I’m a lesbian what are you gonna do about it and that was in year five. H: (inaudible) T: {I think like if you are sure like that [//] but if you are not sure… AM: {Just let Helen talk for a second. H: There’s time you cant know but you can’t hide from your feelings, like I was always, I’ve always felt like closer to women, like most of my friends are women like maybe that’s because I’m a girl, but I’ve always like just always felt more comfortable with women and I’ve always had feelings for them and it’s just, I think like with anyone, anyone can have strong feelings for whoever they like but it’s just kind of how they interpret the feelings, whether they’re romantic or whether they are just like whether that feel that they can have stronger bonds with people of like the same gender. V: {I thought I was a freak AM: So it’s the interpretation of these feelings. So like did this effect you by not going to school (inaudible)… H: {Yeah cos you learn things from when you are younger, because if like if you’re abused or hurt when you are younger like by like a male figure or a female figure you’re obviously, you’re obviously going to associate that with all the people that you meet because they all, they all react with each other. It’s like, it’s how you develop fears and things. Like if you’ve fear water it’s because like you nearly drowned when you were younger, things like that (inaudible) So for example like if your mother or father was gay and you knew that split up your family, that’s… D: {That’s something that happened to us H: …well that’s something that ruins everything [//] like I think I’m gay, what if I’m gay I’m going to ruin everything, oh my friends gay… T: {I lost all my friends when I turned gay though. Which I thought they were like my real friends, but clearly they wasn’t so. V: I did too.
D: I think a lot of older people do… V: {You’ve still got us lot. T: Yeah but the worst things is though, my one main friends, she were called Danielle she were already going to me while I was straight, she were like do you wanna try something, do you wanna try something, I were like no that’s wrong that’s wrong and now she bullying me for being who I am and like walk down the street and she’s with all her chivvy little cronies and they start shouting their mouth off, it’s like [//] yeah but I get more sex than you so it doesn’t matter! N: That’s what I said to them chavs I was like… AM: {Ok, we digress. Um, before I just ask one question, if you don’t mind can I just ask Daniel, you’ve mentioned a couple of times that you are actually straight… D: {yeah AM: …which I find very interesting can you just tell me like why you are at this group… D: {Um AM: …I think it’s fantastic, I just… D: {…it’s mostly just cos I was with Nat today and she said do you fancy coming down and I was like yeah sure… AM: {Ok D: …and I’m not just here for the free drink, although that was cool to get free tea U: {laughs} Free drink is awesome!... T: {We used to have some straight people in um LGBT at Bolton… D: {That’s why I like people’s views, I think it’s quite interesting to see… AM: {by coming to this group? D: …yeah I think that’s why it’s existed. AM: Ok. D: I’m at Manchester Uni anyway, so I’m here quite a lot, I just thought it would be kind of sumin’ different to do. H: I think its like, people say oh you’re straight why are you here, it’s like you are just like…
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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
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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 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: N: Yeah. T: And ur yeah after prima
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
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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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