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

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Criminal Justice Act 2003. (c.44) London: HMSO. Available from http://www.opsi.gov.uk/acts/acts2003/ukpga_20030044_en_1 accessed on 31/08/08. Criminal Justice and Immigration Bill 2008. (c.4) London: HMSO. Available from http://www.opsi.gov.uk/acts/acts2008/ukpga_20080004_en_1 accessed on 20/08/08. D’Augelli, R.D. and Patterson, C.J. (eds.) (2001) Lesbian, Gay, and Bisexual Identities and Youth: Psychological Perspectives. Oxford: Oxford University Press. Davis, B. (2004) ‘The Discursive Production of the Male/Female dualism in School Settings’. In, Ball, S.J. (ed.) The RoutledgeFalmer Reader in Sociology of Education. London: RoutledgeFalmer, 128-139. DCSF. (2007a) Homophobic Bullying. Safe to Learn: Embedding anti-bullying work in schools. DCSF. Available from www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/safetolearn/ accessed on 26/01/08. DCSF. (2007b) Social and Emotional Aspect of Learning. Available from http://www.standards.dfes.gov.uk/primary/publications/banda/seal/ accessed on 27/08/08. DCSF. (2007c) The Children’s Plan. London: DCFS. Available from http://www.dcsf.gov.uk/publications/childrensplan/ accessed on 30/08/08. DePalmer, R. and Atkinson, E. (2006) ‘The Sound of Silence: talking about sexual orientation and schooling’. Sex Education: Sexuality, Society and Learning, 6(4): 333- 349. DfEE. (2000) Sex and Relationship Education Guidance. London: DfEE. Available from www.dfes.gov.uk/sreguidance/sexeducation.pdf accessed on 26/01/08.
DfES. (2003) Every Child Matters. London: DfES. Available from www.everychildmatters.gov.uk/publications/ accessed on 26/01/08. DfES. (2006a) Five Year Strategy for Children and Learners. London: DfES. Available from www.dfes.gov.uk/publications/5yearstrategy/ accessed on 26/01/08. DfES. (2006b) Youth Matters: Next Steps. London: DfES. Available from http://www.dfes.gov.uk/publications/youth/pdf/Next%20Steps.pdf accessed on 11/05/08. Douglas, N., Kemp, S., Aggleton, P. and Warrick, I. (2000) Sexuality Education in Four Local Secondary Schools: Learning from a Local Initiative. Hounslow: EHH Gay Men’s Project. Douglas, N., Warwick, I., Kemp, S., Whitty, G. and Aggleton, P. (1999) ‘Homophobic Bullying in Secondary Schools in England and Wales – Teachers’ Experiences’. Health Education, 99(2): 53-60. Duggan, L. (1992) ‘Making it Perfectly Queer’. Socialist Review, 22(1), 11-30. Ellis, V. and High, S. (2004) ‘Something more to tell you: gay, lesbian or bisexual young people’s experiences of secondary schooling’. British Educational Research Journal, 30(2): 213-225. Employment Equality (Sexual Orientation) Regulations 2003. London: HMSO. Available from http://www.opsi.gov.uk/si/si2003/20031661.htm accessed on 31/08/08.Epstein, D. (ed.) (1994) Challenging Lesbian and Gay Inequalities in Education. Buckingham: Open University Press. Epstein, D. and Johnson, R. (1994) ‘On the Straight and Narrow: The Heterosexual Presumption, Homophobias and Schools’. In, Epstein, D. (ed.) Challenging Lesbian and Gay Inequalities in Education. Buckingham: Open University Press, 197-230.
Page 1 and 2:
Non-Normative Gender and Sexual Ide
Page 3 and 4:
Contents Dedication Acknowledgement
Page 5 and 6:
Acknowledgements The completion of
Page 7 and 8:
Introduction Bullying in schools on
Page 9 and 10:
Literature Review In this review, I
Page 11 and 12:
need to deconstruct hierarchies of
Page 13 and 14:
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 and 66: The visibility of LGBT History Mont
Page 67 and 68: Five years after Section 28’s rep
Page 69 and 70: ecognise and address the multiplici
Page 71 and 72: References Adams, N., Cox, T. and D
Page 73: Butler, J. (2005) Giving an Account
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
Page 117 and 118: NATIONAL UNION OF TEACHERS FEBRUARY
Page 119 and 120: NATIONAL UNION OF TEACHERS FEBRUARY
Page 121 and 122: NATIONAL UNION OF TEACHERS JULY 200
Page 123 and 124: NATIONAL UNION OF TEACHERS JULY 200
Page 125 and 126:
Model Statement on Sexual Orientati
Page 127 and 128:
Appendix 5 School Report (2007) ~ S
Page 129 and 130:
2Key Findings 2.1 Bullying: • Alm
Page 131 and 132:
8 Recommendations There are ten key
Page 133 and 134:
Appendix 7 Safe to Learn (2007) ~ E
Page 135 and 136:
GUIDANCE 05 Executive summary 5. Wh
Page 137 and 138:
GUIDANCE 07 Executive summary boxes
Page 139 and 140:
DOWNLOADS 79 Downloads (DLs) DL1: W
Page 141 and 142:
Local Government Act 1988 CHAPTER 9
Page 143 and 144:
Local Government Act 1988 c. 9 iii
Page 145 and 146:
Appendix 10 Interview Schedules ~ C
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Questions 1. Could you please tell
Page 149 and 150:
My view: I think these issues are e
Page 151 and 152:
emain rare. Why they are not making
Page 153 and 154:
11.What do you think are the legaci
Page 155 and 156:
Research Interview Consent Form I C
Page 157 and 158:
Appendix 12 Poster sent to LGYM
Page 159 and 160:
Appendix 13 Background Information/
Page 161 and 162:
10 10. At what age did you ‘come
Page 163 and 164:
Page 165 and 166:
n/a 10. At what age did you ‘come
Page 167 and 168:
Page 169 and 170:
I don’t remember 10. At what age
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
16, out with friends and family at
Page 179 and 180:
11ish 10. At what age did you ‘co
Page 181 and 182:
Page 183 and 184:
LGYM Youth Focus Group Framework 17
Page 185 and 186:
Other Prompts: Before you were sel
Page 187 and 188:
Appendix 15 Background Information/
Page 189 and 190:
Page 191 and 192:
HAVE YOU EXPERIENCED OR WITNESSED B
Page 193 and 194:
Th e Co ach House 5 Hillary Place U
Page 195 and 196:
1. Name: Sandra Jamieson 2. Years a
Page 197 and 198:
Appendix 19 Interview Schedule ~ Ga
Page 199 and 200:
1. Do you see homo/bi/transphobia a
Page 201 and 202:
Examples of Policies: (only bring i
Page 203 and 204:
Appendix 20-24 Transcripts
Page 205 and 206:
please tell me a bit about your own
Page 207 and 208:
U: Ur when I was at high school wha
Page 209 and 210:
B: What? AM: I thought someone want
Page 211 and 212:
U: {yeah} T: Cos I had an argument
Page 213 and 214:
{inaudible} T: …yeah but like all
Page 215 and 216:
B: Um there was rules put in place
Page 217 and 218:
T: …and I thought it were really
Page 219 and 220:
V: No… T: {Right cos in my music
Page 221 and 222:
oom with her didn’t I and they we
Page 223 and 224:
AM: …think, well actually fuck yo
Page 225 and 226:
AM:…yes you are absolutely right
Page 227 and 228:
D: …and he wasn’t totally disgu
Page 229 and 230:
B: Well I don’t actually feel com
Page 231 and 232:
V: I came out, my Mum announced me
Page 233 and 234:
V: I’m bisexual but I’m only bi
Page 235 and 236:
N: Yeah. T: And ur yeah after prima
Page 237 and 238:
D: I think a lot of older people do
Page 239 and 240:
V: I don’t know, I can be slightl
Page 241 and 242:
Interview with Silver ~ LGYM 17/06/
Page 243 and 244:
eliefs as well as their cultist lik
Page 245 and 246:
do to get rid of me, um cos I’ve
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 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 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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