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

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SS: I think in an unconscious level there is awareness that this extraordinary law came into being because of what teachers did somewhere at some time. AM: Yeah. SS: And therefore I think it has heightened on an unconscious level peoples fears and concerns about LGBT, of gosh I’ve got to be careful, something might fall down on my head if I say this or do that or do t’other. AM: Yep. SS: And I you know there will be people who have never heard of Section 28 now. But there is within their psyche, a knowledge, that what they say and do is the classroom can have phenomenal effects. AM: Yep. SS: And and you know things can happen to you if you get it wrong [//] and I think that gives people a ur [//] (sigh) a temerity which is not always healthy. AM: Yeah, definitely. And how would you suggest, um we might attempt to combat these legacies? SS: [//] I think it goes back to what you were saying initially, that what’s needed is a Government and a DCSF which is much clearer about it’s support around these issues, its not afraid to be you know, I mean for them to give support to LGBT History Month, we have their logo on the website. AM: Yep. SS: Um, that they are [//] out of the closet. AM: Um, definitely. Bring the DCSF out of the closet! SS: Absolutely, yeah. AM: That’s a great goal. Um finally then, any other comments that you would like to make in relation to anything we’ve covered or any questions you might have about my work? SS: I think what might be interesting is to link with some of the organisations that are working in schools. AM: Yep.
SS: So link up for instance with um maybe talking with some schools liaison officers with the police and see if um you know where they stand. I mean, um I think some of the work they are doing is quite exciting. AM: Ok. SS: Um, the Crown Prosecution Service, you know they have um [//] and I think it’s that process maybe of thinking you know perhaps talking to perhaps maybe some PSHE, I mean I’m I’m very that the concept of doing this work in PSHE has popped up and I had to do a deep sigh and think that yes that is a place, but it’s not the only place and if that is the only place then we are in serious problems cos we are reinforcing the whole concept that we are talking about sex which of course we are not. AM: Yes quite. SS: Um, my passion about not using sexuality or sexualities is interesting cos its what Elizabeth does with No outsiders and we just have to sort of grit our teeth and sort of agree that we disagree. Um, but there’s a part of me that think that you know that part of the difficulty you had in Bristol was the name of the bloody project. Although I think there are other things going down as well. The other biggy I think is that that needs to be grasped, the nettle that needs to be grasped is the complexity between um the hierarchy between the um strands. AM: Yep. SS: So the assumption that people make that religion trumps LGBT. AM: Yep, definitely. SS: The lack of training around the, the lack of understanding around that, the DCSF had colluded in that with that ridiculous statement on the website that it would be, you know, not illegal for a teacher to say that that Christians and Muslims think that um that being homosexual is a sin. Um, we’ve got to get that off. I haven’t checked it recently, I assume it’s still there. AM: I think it is. SS: What? AM: I think it is, I’ve not checked it that recently. SS: Yes and I haven’t looked recently, but we need to look at it again. Um, so I think that’s a real biggy and again I think we need to start looking to the ECHR and you know saying what were you doing about this, because its its not good enough. What was interesting was that Patricia Hewitt did talk about you know dealing with conflicts you know within the strands and my guess is you know that’s a big one. And where’s the work, where’s the awareness of how to do this. But when we talk about social cohesion, I think again the DCSF guidance on social cohesion doesn’t include or isn’t anywhere near explicit that it includes LGBT.
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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
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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 and 302: AM: Ok, um sort of sticking with ki
Page 303: AM: {that’s a really good point y
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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