Homophobia, transphobia and culture: deconstructing heteronormativity in English primary schools

Abstract

This article presents some of the advances in legal support for addressing homophobia and transphobia in school settings and provides a critique of school‐based policies that focus on these phenomena as particular incidents involving bullies and victims. Defining heteronormativity as a cultural phenomenon underpinning recognisable acts of aggression, the authors describe some of the chief factors that seem to inhibit teachers from addressing sexuality and gender in primary schools. Drawing primarily on data from the No Outsiders project, where primary teachers throughout the UK have collaborated to promote lesbian, gay, bisexual and transgender (LGBT) equalities in their schools and classrooms, the authors argue that heteronormativity should be addressed by purposefully promoting the equality of LGBT people as part of a broader whole school ethos that celebrates diversity and challenges inequities of all kinds.

Keywords:

• heteronormativity
• transphobia
• homophobia
• sexualities equality
• primary schools

Notes

An earlier version of this paper was published in Lutz van Dijk and Barry van Driel. 2007. Challenging homophobia: Teaching about sexual diversity. Stoke on Trent: Trentham Books.

1. These results were not published, but the investigation was undertaken to contribute to Stand up for us (Department for Education and Skills and Department of Health 2004).

2. For a database of essays which describe policies, beliefs and practices of various faith groups about homosexuality, see http://www.religioustolerance.org/hom_chur.htm.

3. The project started with 15 practitioners, but a few colleagues and an entire new project site joined over the course of the project. Most practitioners were teachers and/or school managers, but one was an adviser for PSHCE at the local authority level, and one teacher took up a teacher‐training post during the project. One site was a nursery, serving children 0–5 years of age.

4. Since these practitioners are co‐researchers, they are referred to by their real names, with their permission.