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

SS: In Croydon. Now I’m actually doing it on all the equalities not just LGBT, but all the,
virtually all the case studies um are LGBT ones because I’m going in for multiple
identities, getting them to think about not only the fact that there’s this young woman is
disabled but that she’s also a lesbian etc and getting them to think through all the issues.
AM: Yep.
SS: But I’m, what I’m, first of all it’s taking them through all the mass of legislation
that’s there which means they’ve actually got to tackle equalities and diversities.
AM: Yeah.
SS: But, they haven’t been given the training [//]
AM: Yep.
SS: Um and that’s a really serious issue, that we haven’t as yet got the GTES within this
massively short PGCE course to actually take on board these issues very seriously.
AM: Yep.
SS: So, so our police officers get more training of diversity and equality than than
teachers.
AM: Yes, yes I’ve heard that before.
SS: Which is an outrage. So, clearly that needs to be dealt with. The I think SEAL has a
lot of potential…
AM: {it does yeah}
S: …for dealing with all this stuff.
AM: Yep.
SS: But when you look at the SEAL material, its implicitly thinking about equality and
diversity, but its not explicitly. So the illustrations are predominantly, well I think they
are completely able bodied and I think they are completely heterosexual.
AM: Yep.
SS: so there hasn’t been a sufficient thinking to actually move that material to a place
where it is actually much more inclusive.
AM: Yeah. So, you are kind of saying, there’s the potential there in the existing material,
even when it doesn’t explicitly address LGBT issues, the potential is there…
SS: {correct, yeah}