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

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AM: That’s probably one of the answers to the question, of why you think these examples are so rare, is it because it’s such a challenge? SS: [//] I think it’s (sigh) it think it’s a couple of things there I think you know it’s interesting though there’s a teacher in Tedbrook in the Teachers TV thing who I knew nothing about and she’s a drama teacher… AM: {yeah} SS: She’s in Tedbrook, I’m in Dulwich, why don’t I know her? AM: Yeah. SS: You know really interesting. So there’s clearly work going down that isn’t being [//] necessarily, screamed and yelled and shouted about. AM: Yep. SS: For a variety of reasons, um, I mean what was interesting was, the first year that we had LGBT History Month there was a school that did some interesting stuff, but didn’t want their name attached to to their report. AM: Yes, I heard about that. SS: Um, there is good work being done which just gets quietly done and no-body sort of shouts about it because [//]… AM: {yep} SS: …they don’t think it’s worth shouting about, they their concerned that if they do shout about it there’s gonna be problems, I dunno, you know so I think, I think we have to be careful when we make statements in saying, you know it’s patchy. I think we can certainly say it’s patchy, we know it’s patchy (sigh) but why it’s patchy I think is interesting and I think we also need to sort of recognise that there’s probably more work going down than we know about. AM: Yeah. That’s a good point. Um, you’ll probably just laugh at this question, but I’ll ask it anyway! Um, obviously the work that is happening in schools like Stoke Newington is, is off their own back, it’s definitely not government enforced, but given its success, why is the Government not taking more interest and making such initiatives compulsory? SS: (laughs) AM: Yes, you laugh, I thought you would! SS: Well interestingly enough, there was a very big meeting with Kevin Brennan last week.
AM: Yes, the one you sent your college to? SS: Well Tony went to it. AM: Yeah, right. SS: And we have, Elizabeth Atkinson did a very effective um [//] recording, sort of wrote up what was said. AM: Brilliant. SS: Kevin was delightfully cagey about sort of he doesn’t make policy on the hoof and say that he was gonna do anything with anything and then take it all back. AM: Sounds about right. SS: you know, I mean of course, but we’ve been asking him you know for how many years to get the logo, so when are we gonna get it. AM: Yeah. SS: Um [//] (sigh) I haven’t written off this new lot yet. AM: Yep. SS: But I think, I think there’s still within, I think what’s interesting you see, look at the DCFS. AM: Yep. SS: And you look at the porosity of their movement around these issues and you compare it to the criminal justice system and you think you know they have not grown up. They are still frightened of the daily mail. AM: Yep. SS: they did not and I think what was interesting was, I don’t know whether I said this you, but when I talked to a fairly senior civil servant at the DCSF and said you know the criminal justice system has really run with this. Since the Steven Lawrence enquiry they’ve really done work. And they said, well they had a serious car crash. i.e. the Steven Lawrence murder and had to do something with it. And we, Annie and I said every suicide is a serious car crash. AM: Yep. SS: But for some reason they are not, you know, the fuss has not been made, the press have not picked it up in the same way, I mean there has been a couple of suicides of
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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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HAVE YOU EXPERIENCED OR WITNESSED B
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Th e Co ach House 5 Hillary Place U
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1. Name: Sandra Jamieson 2. Years a
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Appendix 19 Interview Schedule ~ Ga
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1. Do you see homo/bi/transphobia a
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Examples of Policies: (only bring i
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Appendix 20-24 Transcripts
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please tell me a bit about your own
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U: Ur when I was at high school wha
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B: What? AM: I thought someone want
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U: {yeah} T: Cos I had an argument
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{inaudible} T: …yeah but like all
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B: Um there was rules put in place
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T: …and I thought it were really
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V: No… T: {Right cos in my music
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oom with her didn’t I and they we
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AM: …think, well actually fuck yo
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AM:…yes you are absolutely right
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D: …and he wasn’t totally disgu
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B: Well I don’t actually feel com
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V: I came out, my Mum announced me
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V: I’m bisexual but I’m only bi
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N: Yeah. T: And ur yeah after prima
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D: I think a lot of older people do
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V: I don’t know, I can be slightl
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Interview with Silver ~ LGYM 17/06/
Page 243 and 244: eliefs as well as their cultist lik
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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
Page 293: AM: Yeah. SS: You know there’s a
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
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