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

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Appendices
Appendices Contents 1. ATL ~ LGBT Position Statements 85 2. NUT ~ LGBT Resources for Teachers 94 3. NUT ~ LGBT Guidance for Members 110 4. UNISON ~ Model Statement on Sexual Orientation and Gender Identity 118 5. School Report (2007) ~ Summary and Key Findings 121 6. School Report (2007) ~ Recommendations 124 7. Safe to Learn (2007) ~ Executive Summary 127 8. Safe to Learn (2007) ~ Downloads 132 9. Local Government Act 1988, Section 28 134 10. Interview Schedules ~ Chris Gibbons, Stonewall and Sue Sanders, Schools Out 139 11. Consent Forms ~ Chris Gibbons and Sue Sanders 148 12. Poster sent to LGYM 151 13. Background Information/Consent forms ~ LGYM 153 14. LGYM Focus Group and Silver Interview Schedule 176 15. Background Information/Consent Form ~ Silver 181 16. Poster sent to Schools 184 17. Cover Letter sent to Schools 186 18. Background Information/Consent Form ~ Teacher 188 19. Interview Schedule ~ Teacher 191 Transcripts: 197 20. LGYM Focus Group 198 21. Interview with Silver 237 22. Interview with Chris Gibbons 247 23. Interview with Sue Sanders 262 24. Interview with Gay Teacher 307
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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
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 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: Ward, N.J. (1991) White Woman Speak
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
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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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