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

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SS: {I think a sense of vulnerability is often not appreciated. If somebody’s gone and then, it’s almost like, you see a scab you want to pick at it. AM: (laughs) yeah. SS: you know we’ve all been [//] you’ve got a scab; you start picking at it, even though you know you are not supposed to. AM: Yeah. SS: And I think there’s that whole think about vulnerability. You know somebody is oozing vulnerability you know you are not supposed to kick um, you are supposed to protect them but there’s about it which [//] it’s quite a challenge I think for people not. AM: Yeah. I can see that. SS: I mean there’s something very wired into us, which doesn’t sound very pleasant. AM: No. Well, the last main question really then. Which I’ve deliberately left til the end because I wanted to see how it was mentioned um just in the course of the other questions before me specifically relating to it. And it regards Section 28. SS: Um hum. AM: So, I wonder what you… SS: {one of the things we haven’t talked about is multiple identity. AM: Yep, sure, yep. SS: And I think that’s a really big issue, because I think [//] you know the assumption that it’s all, the LGBT experience the same… AM: {I think that is very important} SS: …it’s just not the case, so I think the recognition that the multiple identity and the complexity of dealing with being lesbian or gay if you are black, or if you are disabled, or if you are Asian. AM: Yep. SS: Or if you are working class, or middle class, if you are in Brixton or you are in Dorset… AM: {yep} SS: … you know, there’s masses of differences there which we need to highlight and be aware of…
AM: {that’s a really good point yeah} SS: …cos you can’t just talk about the LGBT experience. There’s four experiences there before you start. And then there’s ethnicity, you know class, weight, spectacles… AM: {Yeah} SS: …you know everything else. You come in to a whole range of difference and I think one of the complexities is that when we look at porosity of um service provision from our young LGBT people generally you know where are the LGBT youth groups. AM: Yeah. SS: And then how well are they in actually dealing with things like you know different religions [//] ethnicities, disabilities etc. AM: Yeah and I… SS: {I mean that’s a really crucial area that you know [//] we use these words LGBT as if that’s you know straight forward, its not. You know there’s a whole lot more to to be dealt with there so that the complexity of the diversity of our community really needs to be tackled and discussed because its not available to kids when you talk about LGBT they will only talk about white able bodies young men. AM: Yeah. Definitely, yeah that’s vital. And I have to say that even though I recognise all that, the fact that I haven’t explicitly asked you a question about that shows that even somebody researching is is guilty of sometimes, even if subconsciously just having the four identities, LGBT, and not explicitly recognising that within each of those identities there’s differences and you know even across the four you can be T and you can be G, you know… SS: {that’s right} AM: …Or you could T and you could be straight, or T and B, so there’s so many different complexities, so yes than you very much for pointing that out. And the section 28 one really, its just legacies. Obviously it’s gone now, um supposedly, you know legally it’s gone… SS: {umm} AM: …but what do you think are the legacies and how… SS: {I think the legacy is massive. Cos I think that, and I think it’s I think what’s interesting is, I think it’ had a very powerful affect I think not just on LGBT issues [//] I think it goes back to what we were saying before about teachers not always being very confident in what they can and cant say. AM: Yep.
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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/
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eliefs as well as their cultist lik
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do to get rid of me, um cos I’ve
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know now I’m on the whole gay sce
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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 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: AM: Ok, um sort of sticking with ki
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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