The Education Equality Curriculum Guide Supporting Teachers in Tackling Homophobia in School
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The Education Equality Curriculum Guide Supporting teachers in tackling homophobia in school Joanna Cowley First Published October 2011 by Cara-Friend and The Rainbow Project The Rainbow Project Cara Friend Belfast LGBT Centre Belfast LGBT Centre st 1st Floor Memorial House 1 Floor Memorial House 9-13 Waring Street 9-13 Waring Street Belfast Belfast BT1 2DX BT1 2DX Tel: 028 9031 9030 Tel: 028 9089 0202 Email: [email protected] Email: [email protected] Web: www.rainbow-project.org Web: www.cara-friend.org.uk The Rainbow Project is a registered charity Cara-Friend is a registered charity The Education Equality Project is funded by Contents Introduction & Guidance 1 Learning for Life and Work Assembly 9 Local & Global Citizenship: Prejudice – 83 with a focus on homophobia Art Employability: Baron Waheed Alli 92 Appreciating Difference ~ a study of the 13 work Frida Kahlo Human Rights and Social Responsibility: 95 The UDHR “Read All About It Campaigns 17 Linked with P.E ~ Sport’s Role in 103 Advertising with Pride 20 Promoting Diversity and Inclusion Symbols and Artefacts 21 Personal Development: An Ideal Friend 104 Drama Modern Languages ‘Fit’ by Rikki Beadle-Blair 25 Algunos de mis cosas favoritas 109 English with Media Education 30 Tout sur moi 110 Unseen on Screen 31 Können sie helfen? A Spy for a Week 36 Music “First They Came for” 40 ‘It Gets Better’ 119 Geography Gay Anthems & The Pink Pound 122 Belfast’s Cathedral Quarter 49 Aaron Copland’s Fanfare for the 130 Common Man A Sense of Place 55 Religious Education Town & Country 56 Created in the Image of God 135 International Aid 58 Moral Character 141 History Religious Response to Social Justice 143 The Holocaust’s Forgotten Victims 63 Issues Alan Turing and ‘The Bombe’ (cross- 68 Lessons from the Northern Ireland 147 curricular link with Technology) Curriculum Religious Education Booklet: Mary Robinson, first female Uachtarán na 73 REconciliation adapted to tackle hÉireann Homophobic Prejudice Bayard Rustin & the Civil Rights Movement 75 The Education Equality Curriculum Guide Introduction & Guidance Why is there a need for this guide? A unique aspect of homophobic bullying is that it can The impact of homophobic bullying is not limited to affect anyone perceived as being different. Using those who directly suffer it; young people who witness homophobic terms to insult someone is not necessarily homophobic bullying going unchallenged perceive their linked with thinking that person is attracted to the school to be unsafe (Stonewall, 2007). Where same sex. It can be the result of thinking that anything homophobic bullying is stamped out, the school is gay equals rubbish, and so it becomes a catch-all term perceived to be a safer place by all pupils, and sense of to be used for multi-purpose bullying. Homophobic belonging is increased. bullying is thus uniquely difficult to disclose. Why? ‘People will think I’m gay’; truly a vicious circle. School staff who either are LGBT or who have LGBT loved ones can feel the hurt and humiliation caused by Research suggests that Northern Ireland has the homophobic bullying, and may not feel confident highest rate of homophobic violence in the United enough to speak out against it, if their school is a place Kingdom (Jarman & Tennant, 2003). Young LGBT where ‘gay’ is something that is ridiculed and derided. (lesbian, gay, bisexual and trans) people are at a higher risk of school bullying than young people in general In research carried out by Save the Children (2008), (Young Life and Times Survey, 2005). over 60% of pupils heard homophobic terms used in their school at least once every school day. 27% of The ramifications of this have been increased likelihood pupils were unsure or felt that it was okay to verbally of mental health problems including clinical depression, abuse young LGB people. 23% indicated it was - or self-harm and suicide for the young people targeted might be - acceptable to hit, punch, kick or spit on Carolan & Redmond (2003). young gay people. McNamee’s research (2006), which interviewed 200 When asked about the safety of different groups of Northern Irish young gay men between the ages of 16 – people in their school, post-primary pupils 25, found that over one quarter had attempted suicide; overwhelmingly indicated that LGB people were most over two-thirds had suicidal ideation, and well over one likely to be unsafe. Ethnic minorities, Irish Travellers, quarter self-harmed. Homophobic experiences in members of the opposite religious/political community school were found to have had a crucial impact on and disabled people were all perceived to be much suicide and self-harm. safer than LGB people. Homophobia from other pupils was a key factor in This guide focuses predominantly on issues of sexual predicting whether the respondent had considered orientation and homophobia. There are however, suicide. Loneliness and isolation were common themes major issues of transphobia and negativity towards the in the interviews. It was found that there was an trans community. Young people experiencing issues absence of people the interviewees felt they could talk around gender identity in schools and educational to about the idea of being gay. establishments are very often isolated, and a level of uncertainty in how to support young trans people is Academically, young LGBT people who were bullied expressed by teaching staff. attained less than expected and reported higher truancy levels as well as an earlier school-leaving age It is our hope that a further resource will be written in (Carolan & Redmond, 2003). the near future, to provide support specifically in trans issues. Any educators who would like support in this area in the meantime are strongly encouraged to contact Cara-Friend, as help and training can be provided in advance of the new resource. 1 How can educators help? Success in reducing homophobic language and Racism in schools has been tackled for many years bullying has been achieved in schools where a in Britain by the celebration of Black History zero-tolerance approach has been taken to Month, which seeks to highlight positive homophobic language, and where LGBT issues and contributions to society made throughout history people are included in the every-day life of the by people of black and ethnic minority origin. The school, through lessons, assemblies and displays. same concept is applied with schools who This counteracts the negative messages about celebrate LGBT History Month each February. being LGBT that most young people hear daily, not http://lgbthistorymonth.org.uk least with the ubiquitous phrase “that’s so gay” conveying that someone / something is stupid, unpopular, broken, or rubbish. Case Studies LGBT History Month helped Stoke Newington At Perry Beeches School in Great Barr, north of School, North London, to eradicate homophobia, Birmingham, when Liam Nolan took on the role of and it has now become a diversity training centre head-teacher three years ago, it was common for for other schools. Elly Barnes, a teacher at the pupils to call each other gay. Mr Nolan set about school, says “by exploring the definitions of LGBT changing the school culture to one where and looking at famous LGBT people in history, homophobic comments, as well as any insults or we've managed to change opinions. We have also bullying, were seriously penalised. Staff began to changed the language used in the school. I used to promote a broader ethos of mutual respect and hear the word gay being used all the time, as a cultural understanding. Mr. Nolan states “my job derogatory term. Now we hardly hear that.” was to turn around a school which had poor behaviour and which was a national challenge school - the bottom of the league in Birmingham”. Over the past three years, GCSE results have risen from 21% A* - C grades including English and maths, to 74% last year. Currently, LGBT people are invisible in the curriculum, except when mentioned as a joke or an insult. Efforts such as these are hugely beneficial in challenging stereotypes and homophobic attitudes. Schools in Northern Ireland recognise the seriousness of this issue and want to increase their confidence in dealing with homophobic bullying and language. As a result of teachers’ requests who have participated in training delivered by Cara-Friend, this Guide has been written to make it easier for teachers to acknowledge and show support for LGBT communities within school lessons, assemblies and school events. 2 How should this guide be used? These lessons are designed for use at Key Stage 3. For example, in advance of celebrating LGBT They can be adapted and used to suit different History Month, each class / subject could year groups and abilities. Some lessons already contribute a display showing all they have learned provide ideas and resources for differentiation in relation to the topic. These displays could then within the class. The majority of the lessons focus be shown around the school / assembly hall, and on sexual orientation or an investigation of used as a backdrop to a week of Assemblies that homophobia; the same activities can be adapted celebrate LGBT History. and applied to other causes such as sectarianism / Pupils could be invited to choose the display they racism. There are also lessons however, which like the most and the winning class could receive a bring in LGBT issues and people as one of many reward - a fitting prize could perhaps be a trip to other issues. This is also beneficial, in that in Belfast to visit the LGBT Centre! merges LGBT issues with mainstream school topics. It is vital that homophobia is challenged as widely and as generally as possible, so that all young The lessons should ideally be implemented as part people can benefit from messages of support for of overall school practice, rather than a standalone the LGBT community, and the knowledge that we experience.