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

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SJ: I don’t think, the head of year wouldn’t see any difference I don’t think. They would just, they’d deal with it in the same way. So in that sense they are. AM: So, you haven’t witnessed what some people refer to as a hierarchy of bullying in your school? Whereby different types of bullying say like homophobic, racist, fatitst, agist um where some are seen more um, well worse really um. SJ: No, not at all. I’d say all bullying in our school is dealt with exactly the same. AM: And how about the staff and students awareness of these policies. So, if somebody is being bullied [//] do you think that they know what their rights are and what they are able to do about it? SJ: What the pupils’ rights are? AM: The pupils and staff actually. SJ: As a staff member um if knew somebody, if I saw somebody getting bullied or if some body came to me to tell me they were getting bullied or a friend came to me to tell me that they had a friend who was getting bullied (sigh) um I would know and I would like to think the rest know, I think I’m pretty sure they would, exactly what to do in that situation cos we are told. AM: Right. SJ: Do you want to know what we are supposed to do or not? AM: Ur yeah, go ahead. SJ: In terms of we are supposed to get statements from both sides. We are supposed to go to the person who’s getting bullied get them to write a written statement as to what they’re going through. Go to the bully, ask them to write a statement and we then pass that on to the head of year, but we are present when the head of year has a meeting with both pupils. And the vast majority of cases they just need to make the bully aware of how it’s making the other person feel. And a lot, the vast majority of incidences the bully doesn’t recognise, doesn’t realise how they are making the other person feel and once they do, the bullying then stops. AM: That’s interesting because some of the young people I’ve talked to, rather than wanting the bullies punished for doing, that’s something they’ve wanted. They’ve wanted the bullies to understand how it’s making them feel. SJ: Yeah. AM: So if your school, even if it’s only one school, is doing that, I think that is really good. SJ: Yeah, and it works, it really works.
AM: It’s school policy it’s not Government policy. SJ: It’s ur it’s not, it’s quite common as well for bullies to actually feel, to get quite upset with themselves when they realise how they’ve made the other person feel. And um so it does really work. So that’s that. From the pupils point of view um [//] yeah I think as staff we make it very clear. They have a lot of assemblies based on bullying and I think pupils, I think, I would like to think, that the pupils are very aware of what happens, what they should do if they see any bullying, if they’re suffering from bullying and what happens if [//] if they are, if it is being dealt with my members of staff, I think they are quite clear on that as far as I’m aware. AM: That’s good. What about if staff were being bullied, either by other staff or by students? SJ: [//] I don’t know to be honest with you, I don’t know. AM: that’s interesting. I mean obviously if a member of staff experienced bullying they’d probably seek to find out what they could do about it. SJ: Mmm, yeah I mean we, we’ve got, we’ve all got line managers obviously and they are the people that you would go to. AM: Yep. SJ: So, for example I’d go to my head of department um and then she would do, she would help me deal with it from there. Um but then I suppose you just, it’s just pot luck as to who your head of, who your line manager is and whether you feel comfortable talking to them about it (sigh) I don’t know if there’s like a welfare person in our school or something, I would have thought there must be in a school our size, but I’m not aware of who they are if there is. AM: Ok, that’s interesting, um. SJ: I know who my union rep is though, so I suppose that’s another person that I would go to if there was an issue. AM: what union are you with? SJ: The NASWAT, that one. AM: Yeah. I don’t know whether you are aware but they are actually, well most of the unions are, but NASUWT in particular are very good on LGBT issues um I’ve discovered in talking with some of their um um not members but like people who run them over the past few months. OK, so that’s your school policies which, which actually sound really good [//] compared to some other school policies. I wonder what you know about Government backed campaigns and policies at the moment that protect staff and students from particularly homophobic, biphobic and transphobic bullying? If anything.
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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
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set down by the Government does tal
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around trans. We are really pleased
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curriculum there is a lot of change
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AM: Yeah. I think that probably cov
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AM: …and why it is inappropriate
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AM: Ok, the next question is about
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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 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: SJ: {it seems that, cos I I say a l
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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