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

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There is, then, the legislative framework to support LGBT pupils and teachers, but it seems heteronormative cultures are contributing to this not successfully being implemented and therefore to negative experiences within schools for LGBT pupils and staff. The lack of explicit support from the DCSF, lack of training and understanding around the issues, as well as resources and time are all contributing to the continuation of queerphobic and heteronormative environments in British schools. There was an agreement between all my respondents that there needs to be more training and greater awareness of policies and moreover that a cultural shift is vital. Such a cultural shift, however, is hugely hampered by the far reaching legacies of Section 28. Sue and Chris sum up well the problems that Section 28 has left for schools, and indicate that these will take a long time to reconcile: For 14 years you had…environments in schools where none of these issues were talked about, young people who were gay were scared to come out… there was no legislative framework to back them up you know, they might get kicked out their school and there was nothing really there to support them…with teachers…if they came out they would suffer homophobia…the sad legacy of Section 28 is that it’s very much stigmatised the gay community and there was a long period of time where these issues just weren’t talked about. We still speak to teachers who asked us you know well is Section 28 still in place or has it been repealed? (Chris, Transcript 4: 9) I think on an unconscious level there is awareness that this extraordinary law [Section 28] came into being because of what teachers did somewhere at some time…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. (Sue: Transcript 4, 40)
Five years after Section 28’s repeal then, my study has shown that its legacies are affecting the speed at which cultural shifts in LGBT issues in schools are happening. This chapter has also suggested that the effects on LGBT young people of queerphobic bullying and heteronormativity in schools, although varying widely, are largely negative. For example, academic achievements have been affected and mental health problems have developed for some. Possible reasons for the negative experiences of young LGBT people in schools was explored in the second part of the chapter and this highlighted just some of the extreme complexities around these issues. If, and how to challenge the use of LGBT terms in derogatory ways for example, and the decisions around disclosure of staff LGBT identities within schools. The current situation for LGBT youth and LGBT staff in British Schools is therefore, very problematic and very complicated – so where now?
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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
Page 15 and 16: As we moved through the sixties and
Page 17 and 18: Experiences of young people at scho
Page 19 and 20: cultures of students, teachers and
Page 21 and 22: However, as equality strides have b
Page 23 and 24: perhaps subverting it, and thus all
Page 25 and 26: NUT also has a successful LGBT Work
Page 27 and 28: Stand Up For Us was therefore, the
Page 29 and 30: Where the School Report positively
Page 31 and 32: Presently however, when it comes to
Page 33 and 34: Methodology Research Context My rev
Page 35 and 36: have been provided with a broader r
Page 37 and 38: Questions: Having reviewed existing
Page 39 and 40: Name Gender Age Sexual Age left Age
Page 41 and 42: enhanced my work because it provide
Page 43 and 44: The application of my own interpret
Page 45 and 46: the potential to enrich my work and
Page 47 and 48: described a number of problems face
Page 49 and 50: teachers in these examples reinforc
Page 51 and 52: As Chris says, although schools may
Page 53 and 54: needs to be wariness that such resp
Page 55 and 56: then the school’s attitude is ‘
Page 57 and 58: As well as understanding these issu
Page 59 and 60: I obviously pick up on it all the t
Page 61 and 62: eacted badly to her being gay that
Page 63 and 64: very least, even if schools were no
Page 65: The visibility of LGBT History Mont
Page 69 and 70: ecognise and address the multiplici
Page 71 and 72: References Adams, N., Cox, T. and D
Page 73 and 74: Butler, J. (2005) Giving an Account
Page 75 and 76: DfES. (2003) Every Child Matters. L
Page 77 and 78: Gender Recognition Bill 2004. [HL]
Page 79 and 80: Jones, C. and Mahony, P. (eds.) (19
Page 81 and 82: Mullen, A. (1999) Social Inclusion:
Page 83 and 84: Potter, E. (1993) ‘Gender and Epi
Page 85 and 86: Servier, A. (2008) ‘Comment’. R
Page 87 and 88: Ward, N.J. (1991) White Woman Speak
Page 89 and 90: Appendices Contents 1. ATL ~ LGBT P
Page 91 and 92: Association of Teachers and Lecture
Page 93 and 94: Model lesbian, gay, bisexual and tr
Page 95 and 96: Association of Teachers and Lecture
Page 97 and 98: Why do we need a focus on homophobi
Page 99 and 100: Appendix 2 NUT ~ LGBT Resources for
Page 101 and 102: Tackling Homophobia A4 3/6/04 5:15
Page 109 and 110: 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
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with you know the implications of w
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SS: {yes, yes, here we are in 2008
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AM: …there’s this whole debate
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AM: Right SS: That I’m aware of.
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SS: No, this was about Homophobia a
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AM: …exactly, where they’ve got
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supposed to know about these things
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SS: Um so there’s all that stuff
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SS: I mean it’s I say if they wer
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AM: …I wonder [//] same sex relat
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AM: …gay teachers as well who are
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AM: Um hum. Yep. SS: He also does a
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AM …so if you’ve got a teacher
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AM: Yeah. SS: You know there’s a
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AM: Yes, the one you sent your coll
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AM: And I’ve seen them before and
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SS: …I mean he, that makes it pre
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AM: Ok, um sort of sticking with ki
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AM: {that’s a really good point y
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SS: So link up for instance with um
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Interview with Sandra Jamieson ~ Le
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AM: So do you feel by none of them
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AM: Yeah. SJ: And it, you could, so
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AM: but by using that word as a der
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AM: Yeah, so how firstly how import
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SJ: {it seems that, cos I I say a l
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AM: It’s school policy it’s not
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SJ: Well, I think that’s another
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SJ: Yeah. 3 years. AM: Just complet
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ullying or whether it’s the gener
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Do you know what I mean and it’s
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Non-Normative Gender and Sexual Identities in Schools: - Schools Out

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