Invisible Difference in Space: The Role of Different Spaces in Homophobic Bullying in Schools

ABSTRACT

This small-scale piece of research was undertaken to examine, retrospectively, the experiences of 10 men, ages 27 through 53, in terms of what constitutes and influences homophobic bullying in the private and state school contexts in the United Kingdom. Using standpoint epistemology and a life histories method, the author investigates what is meant by homophobia and homophobic bullying; tries to identify why respondents think the bullying they suffered was homophobic in nature; and identifies and develops an understanding of the role different spaces play within school. Homophobic bullying has much to do with the intent to hurt that is contained within various “verbal spaces.” Alongside this, physical spaces within a school environment, including the personal and social education classroom and changing rooms, play key roles in homophobic bullying. Pedagogic strategies and educational policies of intervention are suggested.

KEYWORDS:

• Homophobia
• homophobic bullying
• schooling
• sex education
• sport
• tolerance
• United Kingdom

Bill Roberts has held a number of posts as a teacher and lecturer in the United Kingdom, Egypt, and Tanzania, and is currently lecturing in communication at the University of Newcastle, UK. His research interest is looking at how sexual and gendered identities are influenced by international schools and how this affects tolerance, difference, and homophobia ([email protected])

Notes

1. Section 2A of section 28 stated: (1) A local authority shall not: (a) intentionally promote homosexuality or publish material with the intention of promoting homosexuality; (b) promote the teaching in any maintained school of the acceptability of homosexuality as a pretended family relationship (Acts of Parliament, 1988).