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

More documents

Recommendations

Info

SS: … (nods) from the links that I have been able to make, Paul would make lots of links within education and we’ve spent every bloody summer, doing what I would call the government homework. Every summer there’s a big consultation. So Schools Out will usually put something in to for instance the Single Equality Policy, um the Homophobic guidance [//] um oh if you look on the website, there’s a whole long list of of documents [//] … AM: {yes I have there’s a massive list! SS: …yes, that we have spent hours unpaid writing about, to try, I mean we attempted to have the DCSF stuff when everyday matters, every child matters… AM: {Yes Every Child Matters} SS: …I spent an inordinate amount of time trying to point out that not mentioning LGBT was a disaster and terrible and disgusting and then they produced Every Youth Matters and again we weren’t in that and you finally think you know, is there any point to this [//] um [//] so I guess Schools Out has it’s public hat in getting into interesting places and making a change [//] … AM: {yep. SS: …and it has a place that that we attempt to support individuals, so people will ring us up, much less than they used to, and I think that’s probably that the unions have got a lot better so I don’t, I don’t [//] … AM: {so it’s in a way it’s a good sign because there’s… SS: {…yes, yes I think so. AM: …because there’s more places for teachers to go to? SS: I think there’s many more places for teachers to go to now. But what is shocking and appalling and frightening is that since 2003, we’ve only had one case that we know about that has gone to tribunal, successfully gone to tribunal… AM: {yes} SS: …which is David, which is one of Ours, you know which I was there for [//] David Watkins [//] which was in February… AM: {special needs teacher? Yes? Yes. SS: …that’s right [//] (phone rings) …and now I’ve lost the thread no of course. AM: Yes we were talking about the only case to go to tribunal…
SS: {yes, yes, here we are in 2008 and as far as we can tell this is the very first case which has actually gone [//] gone all the way through… AM: {yes because they are being settled out of court mainly aren’t they. SS: …yes of course, which no-body knows. AM: Yes if forget, ur is it David? SS: David Watkins yes. AM: Yes I saw a documentary last week which actually which he was on and he said they offered numerous amounts of money you know to not go to court and he, quite rightly in my opinion said no I want to go all the way because it’s the principle of the matter. SS: That’s right, yes yes, bless his heart [//] Yeah no he was stunning he was stunning and I think and I mean and I’m hoping that lots of teachers will see that and it’s great that teachers TV has grabbed it. Um I have yet to see it and it was so exciting, I mean it was weird being there I mean I had been at both court cases for Shirley Piece, who was teacher in Southampton, Portsmouth I think, one of those Port town in the late 80’s, no 90’s who had been bullied by kids and she attempted to take a case under the Sex Discrimination Act that she’d been bullied under a les [//] because of a lesbian… AM: {right} SS: …and it was a dodgy case but we were really hopeful that we would win and this was pre the 2003 Act obviously and it was an attempt to get the legislation to acknowledge that under the Sex Discrimination Act you could be [//] um got at as a lesbian… AM: {yeah} SS: …and it went all the way to the appeal court AM: {right} SS: …and ironically Cherie Blair was barrister for the local authority… AM: {oh} SS: …which was pretty shocking really. AM: This was pre 97? Or maybe… SS: {no no no it was while Tony was in, was Prime Minister, no, oh yes absolutely. AM: Right.
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:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
16, out with friends and family at
Page 179 and 180:
11ish 10. At what age did you ‘co
Page 181 and 182:
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:
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 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: with you know the implications of w
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

Create successful ePaper yourself

Delete template?

Save as template?