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

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NUT. (2007) Guidance for Members and School Representatives: Sexual Orientation and Discrimination. London: NUT. Available from http://www.teachers.org.uk/story.php?id=3019 accessed on 30/08/08. NUT. (2008a) Guidance for NUT Members: What is Sexual Orientation Harassment? London: NUT. Available from http://www.teachers.org.uk/story.php?id=3940 accessed on 30/08/08. NUT. (2008b) Guidance for NUT Members: What is Transgender Harassment? London: NUT. Available from http://www.teachers.org.uk/story.php?id=3960 accessed on 30/08/08. O’Coner, A. (1995) ‘Breaking the Silence: Writing About Gay, Lesbian, and Bisexual Teenagers’. In, Unks, G. (ed.) The gay Teen: Educational Practices and Theory for Lesbian, Gay and Bisexual Adolescents. New York: Routledge, 13-15. Ofsted. (2003) Bullying: Effective Action in Secondary Schools. London: Ofsted. Available from http://www.ofsted.gov.uk/portal/site/Internet/menuitem.8e8ba064adeba4d8c3172a8a08c0 8a0c/?vgnextoid=e8792a252b7fc010VgnVCM1000003507640aRCRD&rspage=5 accessed on 31/08/08. Ofsted. (2008) Available from http://www.ofsted.gov.uk/ accessed on 16/09/08. Owens, R. (1998) Queer Kids: the Challenges and Promise for Lesbian, Gay and Bisexual Youth. Binghampton: Harrington Park Press. Pearlman, J. (2005) ‘'It's porn, innit?'’ Guardian. London. Available from http://www.brandrepublic.com/bulletins/br/article/491097/wh-smith-slammed-sellingplayboy-stationery-schoolgirls/ accessed on 08/09/08.
Potter, E. (1993) ‘Gender and Epistemic Negotiation’. In, Alcoff, L. and Potter, E. (eds.) Feminist Epistemologies. Routledge: New York, 161-186. Ramazanoğlu, C. with Holland, J. (2002) Feminist Methodologies: Challenges and Choices. London: Sage. Rasmussen, M.L. (2004) ‘Safety and Subversion: The Production of Sexualities and Genders in School Spaces’. In, Rasmussen, M.L., Rofes, E. and Talburt, S. (eds.) Youth and Sexualities: Pleasure, Subversion, and Insubordination In and Out of Schools. New York: Palgrave Macmillan, 131-152. Rasmussen, M.L. (2006) Becoming Subjects: Sexualities and Secondary Schooling. New York: Routledge. Rasmussen, M.L., Rofes, E. and Talburt, S. (eds.) (2004) Youth and Sexualities: Pleasure, Subversion, and Insubordination In and Out of Schools. New York: Palgrave Macmillan. Reay, D. (2006) ‘‘Spice girls’, ‘nice girls’, ‘girlies’, and ‘tomboys’: gender discourses, girls’ cultures and femininities in the primary classroom’. In Arnot, M. and Mac an Ghaill, M. (eds.) The RouteledgeFalmer Reader in Gender and Education. London: Routeledge, 117-130. Renold, E. (2002) ‘Presumed Innocence: (Hetero)Sexual, Heterosexist and Homophobic Harassment among Primary School Girls and Boys’. Childhood, 9: 415-434. Rich, A. (1980) ‘Compulsory Heterosexuality and Lesbian Existence’. Signs, 5(4), Women: Sex and Sexuality: 631-660. Rivers, I. (2000) ‘Social exclusion, absenteeism and sexual minority youth’. Support for Learning, 15(1): 13-17.
Page 1 and 2:
Non-Normative Gender and Sexual Ide
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Contents Dedication Acknowledgement
Page 5 and 6:
Acknowledgements The completion of
Page 7 and 8:
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
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 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: Mullen, A. (1999) Social Inclusion:
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
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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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Page 165 and 166:
n/a 10. At what age did you ‘come
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Page 169 and 170:
I don’t remember 10. At what age
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Page 173 and 174:
Page 175 and 176:
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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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Page 183 and 184:
LGYM Youth Focus Group Framework 17
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Other Prompts: Before you were sel
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Appendix 15 Background Information/
Page 189 and 190:
Page 191 and 192:
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
Page 241 and 242:
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
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
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AM: Yeah. SJ: And it, you could, so
Page 313 and 314:
AM: but by using that word as a der
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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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