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

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S: …um [//] AM: Was that a coincidence or was it planned? S: I’m gonna be honest I kind of had a sort of, I knew it was going to happen so it was semi-planned in my head. AM: Yeah. S: And it was just co-incidence that someone asked me here at LGYM would I like to go on that and I jumped at the chance to do that and when [//] I had that chance I took it with you know I I I thought I’m not fail this chance, because its my chance, my story and you know I’m gonna create change no matter what and I’m gonna prove that I can do something, that I can be someone [//] … AM: {yeah} S: …you know that can give me more focus, more drive in order for me to, for people to understand me more [//] maybe later in life I can put that in my autobiography when I’m like a politician a something! AM: Yeah, how did it come about you going back to the school? Did they invite you?... S: {well} AM: …did you pressure them? S: Well, I currently come to um lesbian and gay youth Manchester and um I’ve always been involved in all the things that we’ve done here, before doing Exceeding Expectations and when the chance was given um I thought I’m not gonna let this pass by because they mentioned the high school that I used to go and it being predominantly full of homophobia and bullying, I I wasn’t just bullied for being gay I was also bullied for other things, being of a minority, a race, non-religion, um the geek, so I had it rough. I mean I’m not gonna deny that life was good because I’d be bullshitting you know, and to go back a strong person made me even more stronger in some sense because you know its like I faced that and I faced it alone and to not have that support that there could have been now um was hard, but you know like I said I Idid it alone, and um at the end I survived, I always do [//] … AM: {yeah} S: …and um [//]… AM: {When you say you did it alone, I’m assuming that teachers weren’t helpful at all? S: No, I mean one I wasn’t sure of myself or my sexuality and um I knew what I felt inside but I knew I wasn’t gay and I wasn’t straight and [//] not knowing how to name what I am, I just found it difficult to be in an a situation where I’m in an all boys school and its bad to be gay. And with there being religious factions that boosted their religious
eliefs as well as their cultist like religious beliefs you know on other people it was kinda beating you in a sort of [//] I dunno a false sense of belonging, so you had to live up to everybody else’s expectations um and that was hard trying to be me and trying to forget my sexuality when you know I knew that there was something different that I didn’t have a name or a identity for and no-one understood what I was and there was a lack of knowledge. The sex education lessons we had was just male-female reproduce end of…. AM: {yep} S: …but one teacher that came in told us some stuff but didn’t go into full details because he wasn’t contracted to do that… AM: {Right [//] Can I ask when this was? Just thinking about section 28 and, and whether it was pre or post abolition. S: Um it was pre. AM: It was pre abolition, so it was pre 2005 yeah it would have been because you it was 10 years ago of course it would have been. But as I’m sure you’re aware that’s a myth anyway because it shouldn’t have actually prevented homophobia being stopped and homosexuality… S: {Yeah I mean people made an issue…} AM: {…being talked about} S: …of racism because there was multi minorities but when it came to homophobia it was kind of very swept under the carpet, and it was just not mentioned, but everyone bullied people for being gay, you know with it being a boys school its like oh don’t ur look at anyone whilst changing, don’t have a shower with anyone, don’t try to make eye contact with other lads that were getting undressed and um some, basically all I did was ran to the furthest corner of the room and just quickly get changed… AM: {right} S: …um which was kind of bad um and I noticed like other people who was in my class um and that that had clear issues about their sexuality… AM: {right} S: …and I only figured out recently um that the psychology behind it, maybe they was trying to come out to me… AM: {right} S: …um because everyone bullied me for assuming I was gay… AM: {right}
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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
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Other Prompts: Before you were sel
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Appendix 15 Background Information/
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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 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: Interview with Silver ~ LGYM 17/06/
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
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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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Non-Normative Gender and Sexual Identities in Schools: - Schools Out

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