EMBRACING DIVERSITY: proposals for an education free of homophobia and transphobia EMBRACING DIVERSITY: proposals for an education free of homophobia and transphobia The European Union ACKNOWLEDGEMENTS

• Our thanks go to the Dirección LGTB Comunidad de Madrid); Carlos 2015 General de Evaluación y Cooperación Sanguino, Isabel Vega and Joaquín Territorial of the Ministerio de Gómez Sánchez-Molero (Amnesty Educación, Cultura y Deporte International); María Rodríguez Document prepared by Coordination (MECD) and to the Consejerías de Alcázar (CANAE); M.ª del Carmen • José Ignacio Pichardo Galán Subdirección General para Educación of Spain’s Autonomous Heredero de Pedro, Eustaquio Macías (editor) la Igualdad de Trato y la no (Regional) Communities for Silva, Belén de la Rosa and José Discriminación: Ignacio Sola Universidad Complutense de Madrid information on resources, public María Salguero (CCOO); Francisca Barleycorn, Javier Fernández policies and regional regulations. López García and Margarita Serrano • Matías de Stéfano Barbero González, Rosario Maseda García López (STES); María de las Nieves CONICET - Universidad de Buenos Aires and Iván Carabaño. • We are grateful to the staff of Martínez Ten and Miren Haizea the Centro Nacional de Innovación • Julia Faure Translation into English by Miguela Álvarez (UGT); Cristina del e Investigación Educativa (CNIIE) Universidad Autónoma de Madrid • Stephen Churnin and Thomas Corkett, Barrio, Mara Nieto, Borja Solovera of the Ministerio de Educación, Traducciones Tyndale and Laura Corrochano (Universidad • Marina Sáenz Cultura y Deporte for contributing to (legal analysis and legal resources), Layout and production Autónoma de Madrid); Yolanda reviewing the Action Guide and the Universidad de Valladolid Herranz Gómez (Transformarse • Imprenta del BOE Resource Guide. para transformar); José Joaquín • Jennifer Williams Ramos With the collaboration of Teacher • We would like to thank Álvarez de la Roza (Tutoría GLBT); the following individuals for and Almudena Herranz Roldán With the collaboration of contributing to reviewing the Action (Sexorum). • Octavio Moreno Cabrera. Guide and the Resource Guide: Uge Transformarse para Transformar. Published by Sangil, Jesús Generelo Lanaspa • We would also like to thank the Instituto de la Mujer y para la Igualdad following individuals for their • Mercedes Sánchez Sáinz. and Ximo Cádiz Ródenas (FELGTB); de Oportunidades José María Núñez and Gerardo José collaboration on the Resource Guide: Universidad Complutense de Madrid. Condesa de Venadito, 34 Madrid 28027 Pérez Meliá (Fundación Triángulo); Marcelo Zelarrayán (Programa de [email protected] • Maribel Blázquez Rodríguez. Violeta Herrero Díez, Sara Guilló Educación Sexual Integral of the www.inmujer.es Universidad Complutense de Madrid. Sáez and Ángel Lázaro Loriente Ministerio de Educación de la Nación, • Luis Puche Cabezas. NIPO (online edition): 685-15-048-0 (COGAM); Francisco Ramírez Martín Argentina); Line Chamberland and Universidad Autónoma de Madrid. Catálogo de Publicaciones de la and Johan Girón Rizo (COLEGA); Michèle Modin (UQAM, Canada); Graphic design Administración Saida García Caruso (Chrysallis); Mona Greenbaum (The LGBT Family General del Estado Reyes Varella Martí (FLG); Mané Coalition, Canada); Hernando Muñoz • Magdalena Fumagalli - FRE http://publicacionesoficiales.boe.es Fernández (Xega); Luis García Sánchez (Colombia Diversa); Esdras Sánchez (Algarabía); Eugenia Relaño Jacob López López (Universidad This publication is supported financially by the European Union Programme for Employment and Social Solidarity - PROGRESS (2007-2013). This programme is implemented by the European Commission. It was established to financially support the implementation of the objectives of Pastor (Defensor del Pueblo); Lourdes Autónoma de Chiapas, México); the European Union in the employment, social affairs and equal opportunities area, and thereby contribute to the achievement of the Europe 2020 Fernández Arce, Aitor Martxueta Gabriela Sarasúa (INMUJERES, Strategy goals in these fields. The seven-year Programme targets all stakeholders who can help shape the development of appropriate and effective employment and social legis- and Sarai Montes (Berdindu); Uruguay); and José Ramallo (Ovejas lation and policies, across the EU-27, EFTA-EEA and EU candidate and precandidate countries. Dolores Martín Romero (Programa Negras, Uruguay). For more information see: http://ec.europa.eu/progress The content of this publication does not necessarily reflect the official opinion of the European Union. PRESENTATION

Among the functions of the Instituto de la Mujer y para the bullying is reported, professionals in the educational We would like to offer our thanks to the representatives la Igualdad de Oportunidades [Institute for Women and environment often do not have the necessary tools to of the public authorities, trade union organizations, LGBT for Equal Opportunities] is the preparation of reports, address the issue. associations, academic experts, teaching staff, families of studies, analyses and recommendations on matters LGBT people and all the key participants who have taken In this regard, this publication is intended to contribute, affecting non-discrimination and equal treatment, part in the various seminars organized for the review and on the basis of the evidence uncovered, to an relating to any personal or social circumstances. confirmation of the content prepared by the excellent understanding of this form of bullying in the scholastic multidisciplinary team led by José Ignacio Pichardo Galán. Through its role as the driver of the transversal environment. The focus is placed on its specific nature and application of the principle of equal treatment and non- on the actors involved in order to highlight the particular This study would not have been possible without the discrimination, this body has in recent months completed experiences that have had a positive impact and that can cooperation of the Centro Nacional de Innovación e a major work on two priority issues. First, it has produced be used as best-practice templates to properly manage Investigación Educativa (CNIIE) [National Center for evidence by collecting data and producing guides and sexual diversity in schools. Educational Research and Innovation] from the Ministry tools for reporting on the rights of individuals and the of Education, Culture and Sports, which has collaborated We propose a range of specific measures, set out as resources available in the event that individuals wish to in the gathering of information from all autonomous recommendations, aimed at schools and at the whole report any discriminatory incident. Second, it has worked communities and has made it possible for us to rely education community and seeking to prevent, detect and on consolidation and recognition of strategies to promote upon the experience and knowledge of their teaching act against homophobic and transphobic bullying. We also equal treatment and non-discrimination. This is all within staff. Naturally, we also wish to thank the European provide a summary of the legal framework in Spain and the remit of the CORE: Conociendo la discriminación, Commission for its funding of this project. carefully selected teaching resources for classroom work. Reconociendo la diversidad [Understanding All the aforementioned have supported this project and Discrimination, Recognizing Diversity] project, funded by The content is designed for real-life use by the key joined us in the struggle for equality and diversity. the European Commission through the Programme for actors that may be involved: educational authorities, Employment and Social Solidarity (PROGRESS). teaching and guidance staff, mediators, students, parents’ Rosa Urbón Izquierdo associations, and so on. This publication addresses the need to intervene in an Director of the Institute for Women undeniable current reality: sexual and gender identity This work provides the necessary practical tools to detect, and for Equal Opportunities diversity. Various national and international statistical prevent and address bullying, making schools a space sources and studies, from both private and public bodies for equality. It is worth noting that a large number of the working with the LGBT community, have revealed best practices and teaching resources contained in this concerning levels of homophobic and transphobic publication have already been introduced in some schools. bullying. Designing protocols to adopt the most appropriate We are facing a complex phenomenon, which is not well action procedure represents a positive way of improving understood and, therefore, is not easy to detect. This is rules and developing efficient measures for detecting, a form of bullying that, when it occurs, is not usually preventing and fighting against this kind of bullying. One reported, due to numerous causes relating to issues of the contributions of this study is the protocol designed including unwillingness to openly reveal one’s sexual for use by all schools that wish to implement it as well as orientation or gender identity, the fear of rejection, and by those that have yet to implement any procedures. discriminatory attitudes and expressions. Moreover, when INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS 4

CONTENTS

4.2.2 Indicators of homophobic 5.4 Selection of audiovisual materials 88 and transphobic bullying 5.5 Selection of paper-based among students 54 publications 91 1. INTRODUCTION 5 4.2.3 Indicators to identify 5.6 Other selected resources 94 homophobic and 2. CONCEPTS 8 transphobic bullying by 6. THE LEGAL STATUS OF teaching and nonteaching HOMOPHOBIC AND 3. BEST PRACTICES 22 TRANSPHOBIC BULLYING IN staff toward students 58 THE NONUNIVERSITY SPANISH 3.1 At an international level 24 4.2.4 Indicators to identify STATE EDUCATION SYSTEM 106 3.2 At a national level 26 homophobic or 3.3 In schools 28 transphobic bullying of 7. ANNEXES 112 3.4 Best-practices recommendations teaching or nonteaching 7.1 Download annexes 113 for public authorities 30 staff 59 4.2.5 Indicators to identify 7.2 References 114 4. ACTION GUIDE AGAINST homophobic and HOMOPHOBIC AND transphobic bullying in TRANSPHOBIC BULLYING the family 62 IN SCHOOLS 33 4.3 Intervention Protocol 63 4.1 Recommendations for prevention 35 4.3.1 Notification 4.1.1 General recommendations 35 65 4.1.2 Recommendations 4.3.2 Investigation 66 for management and 4.3.3 Assessment 68 counselling teams 38 4.3.4 Intervention 69 4.1.3 Recommendations for 4.3.5 Monitoring 74 teaching staff 43 5. ONLINE AND OTHER TEACHING 4.1.4 Recommendations for RESOURCES 75 students 48 4.1.5 Recommendations 5.1 Selection of resources for families and legal for infant education 78 guardians 49 5.2 Selection of resources for primary education 81 4.2 Indicators for identification 50 5.3 Selection of resources for 4.2.1 Indicators to identify secondary and postcompulsory the school’s level of education and professional

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals involvement 52 training 84 INTRODUCTION INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS 6

Introduction

Within the framework of European PROGRESS programme. This initiative seeks lesser extents in schools. Being or appearing social policy on the struggle against to provide a reference tool for the analysis to be lesbian, gay, bisexual or trans and not discrimination on the grounds of racial and proposal of recommendations to prevent, conforming to gender norms that are cul- identify and intervene in cases of homophobic turally assigned to men and women account or ethnic origin, sexual orientation, and transphobic bullying in schools in Spain. for some of the most frequent causes of bul- gender identity, disability, religion lying in schools: they provoke insults, taunt- This document is set out in accordance with or belief, age and sex, the Institute ing, exclusion and physical violence (Pichardo the perspectives and analysis of international et al., 2014). It is therefore vitally important for Women and Equal Opportunities conventions, institutions and principles that that the problem is not downplayed through (Instituto de la Mujer y para la Igualdad address the rights of children and young attempts at invisibilization or justification. de Oportunidades) of the Spanish people in educational environments. The In addition to contributing to perpetuating United Nations Educational, Scientific and Ministry for Health, Social Services these types of behaviours, arguments such Cultural Organization (UNESCO) warns that and Equality (Ministerio de Sanidad, as, «they don’t mean any harm»; «it happens homophobic and transphobic bullying in Servicios Sociales e Igualdad) works to everywhere»; «these things are normal at that schools is a universal problem: «It infringes age»; or «it’s not a big deal» also infringe stu- encourage and develop the transversal students’ and teachers’ rights, and hampers dents’ rights, as the World Report on Violence application of the principle of equal our joint capacity to provide a quality against Children indicates (Pinheiro, 2006). treatment and nondiscrimination education for all» (2013:11). For this reason, intervention in response and the formulation of initiatives and Moreover, the right to free development of to homophobic or transphobic bullying in activities focused on social awareness, personality, as well as the right to a life that schools is a responsibility that teaching is dignified and free of violence, is one of the information, training and participation. staff and all members of the education com- principal internationally recognized human munity must fulfil and enforce in carrying rights (articles 5, 12, 22 and 26 of the Universal out their work, over and above their own be- Declaration of Human Rights). Within this ithin this context, this document liefs or personal ideologies. Accordingly, this framework, the right to education without dis- forms part of the «Understanding document is intended for the whole educa- crimination on the grounds of sexual orienta- Discrimination, Recognizing tion community, though with a special em- W tion or gender identity is supported by articles Diversity» (Conociendo la Discriminación, phasis on teaching and counselling staff. In 2, 28 and 29 of the Convention on the Rights of Reconociendo la Diversidad, or CORE) project, any case, its goal is to serve as a useful tool the Child and by the Yogyakarta Principles. which is being conducted by the Institute for any formal or informal educational envi- for Women and for Equal Opportunities Though prejudice, discrimination and ex- ronment, regardless of whether it is publicly (Instituto de la Mujer y para la Igualdad de clusion on the grounds of homophobia and or privately operated. Such environments in- Oportunidades) as part of the European transphobia are current realities in all soci- clude infant and primary schools; secondary,

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals Commission Directorate-General for Justice’s eties, they are also reproduced to greater or special-education and adult-education schools INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS 7

and establishments; language schools; and any environment in which there are relations between teachers, families and students. We know that homophobic and transphobic This document is divided bullying in schools directly affects not only the individuals who are targeted but also into the following parts: those who target them, those who witness it and the school in which it takes place. Moreover, as UNESCO asserts (2013), it has serious negative consequences for education and learning. Faced with this situation, A conceptual and incidence A teaching-resources Guide, for we must not lose sight of the fact that the 1. analysis that explains the 4. which approximately 50 resources principal concepts and have been selected out of more behaviour and attitudes of teaching and characteristics related to sexual, than 200 that were reviewed. These nonteaching staff and of adults in general are family and gender-identity resources are organized based on normally an example for students to follow. diversity, as well as the specificity the level of education and on their Silence or passivity in response to homophobic and incidence of homophobic and characteristics and format. or transphobic bullying in schools makes us transphobic bullying in schools. complicit in it and legitimizes bullying as an acceptable form of social relations. 5. An analysis of the legal Although diversity is in itself a complicated sub- 2. A section that compiles best framework in Spain that ject, clear and simple language has been used practices on sexual, family underpins the legal duty to prevent and gender-identity diversity at homophobic and transphobic in drafting this text—though without compro- international, national and school bullying in schools. mising on the rigour necessary for this type levels. of document—so that it is accessible to any in- dividual who has no prior knowledge of the A series of Annexes with templates subject. Accordingly, concepts and expressions An Action Guide to combat 6. that can be used directly or in that have been agreed upon through texts pro- 3. bullying in schools that offers adapted form to implement some of duced by international organizations that are recommendations to prevent, the proposals made in the document. involved in this area—UNESCO, the Council indicators to identify and a The references for works cited of Europe and the European Union Agency for protocol to address homophobic throughout the different sections of Fundamental Rights—have been used. and transphobic bullying in this document are also included as schools. an Annex. This document has arisen out of a desire to go beyond preventing bullying and to progress to considering the sexual, family and gender- identity diversity that exists in all schools as an educational opportunity to contribute to

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals creating a new kind of school. CONCEPTS INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS 9

What is sexual diversity?

Diversity is one of the principal characteristics of human beings and of their sexuality

The majority of people are sexually attracted heterosexuality is the natural state, the 1. The classic study by Kinsey, Pomeroy and to and fall in love with individuals from the facts reveal that the natural state is sexual Martin (1948) indicates that 10% of men between opposite sex. This sexual orientation is called diversity. the ages of 16 and 55 are exclusively or almost exclusively homosexual for a period of at least «heterosexuality.» We know that in different For this reason, it is difficult to quantify three years. A total of 4% of the men and close cultures and in today’s society, and also over the percentage of nonheterosexual people, to 2% of the women interviewed by Kinsey and the course of human history, many people though different studies have placed it at his team maintained exclusively homosexual have felt attraction and sexual desire towards behaviours throughout their lives. In Spain, between 3% and 10% of the population1. In individuals of the same sex as them, whether the National Sexual Health Survey (Encuesta various studies carried out in Spain with on an exclusive basis (homosexual people: nacional de salud sexual) conducted by the adolescents and young people between the lesbians = homosexual women; and gays Ministry of Health (Ministerio de Sanidad, 2009) ages of 11 and 18, around 85% of respondents places the percentage of nonheterosexual people = homosexual men) or as a result of being said that they felt an exclusively heterosexual at between 3% and 4%. attracted to people irrespective of their sex form of attraction; about 5% of boys and girls (bisexual people). expressed nonheterosexual desire; and 10% Beyond definitions, human sexuality is a did not answer the question (Pichardo, 2009; continuum, in which these concepts are no Pichardo et al., 2014). more than the extremes through which we attempt to understand human sexuality— which is, above all, fluid and changing. In

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals the face of arguments that maintain that INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS 10

What is gender-identity What is family diversity? diversity?

The sex / gender system is the way in which any As is the case with sexuality, diversity is one society organizes reproduction, sexuality and the of the principal characteristics of family structures. Just as not everyone experiences sexual division of work. feelings of love or sexual attraction towards people of the opposite sex, not all families are made up of heterosexual people or couples Each person is assigned a sex (man or woman) with its and their sons and daughters. There are also corresponding gender identity and a series of behaviours that so-called LGBT families or rainbow families. are culturally tailored to these masculine or feminine roles. These can include families made up of two However, there are people who self-identify with a different mothers or two fathers and their sons or gender or who express their gender identity in a way that daughters, but they can also include many differs from the gender that they were assigned at birth. These other family structures in which there are individuals are known as trans people (FRA, 2014:14). Trans family members who are lesbian, gay, bisexual people sometimes modify their bodies, looks and/or way of or trans. These could be single-parent, moving or communicating so that they adapt as far as possible adoptive, multiethnic, multiracial, older- to the appearances that men or women are expected to have parent, international, childless or reorganized in their society. families, or any of the many other forms of There are other people who do feel comfortable with their family that we find around us. gender identity (in their identity as men or women) and do not want to change it, but who do not follow the hegemonic norms of masculinity or femininity. That is, these are people who are not trans but whose gender expression will be different to what is expected of them as girls, boys, men or women. For this reason, it is important to keep in mind that not following the norms of the assigned gender does not necessarily mean that a person is trans or homosexual. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS 11

What does What is LGBT mean? homophobia?

LGBT is an acronym that is often used Although the concept of «phobia» might

to include lesbian, gay, bisexual and lead one to believe that homophobia is a All of us have trans people. The order of the letters psychological or affective rejection that received a sexist and can vary, and the term can sometimes is personal and irrational, it is a social homophobic enculturation, be seen written as LGTB, GLBT or prejudice that is culturally constructed and these attitudes must be addressed not only any other of the multiple possible and internalized through socialization: at a social level, but combinations. we are educated to reject homosexuality also introspectively at a and people who are or who appear to be personal level. homosexual or bisexual. At other times, other letters are included, such as «A» to denote asexual people, «I» for intersexual people or «Q» either for We are therefore faced with a way of thinking, people who prefer not to self-identify feeling and behaving that can be «unlearnt» based on their sex, gender or sexuality and that we can let go of both individually and who place themselves under the term and collectively. That is, homophobia (like «queer,» or for people who are not sure sexism, classism, racism and xenophobia) can about their sexual orientation and who be eradicated from our society, but we must be are in a state of questioning. This Guide aware that all of us have received a sexist and will use the shortest initialism with the homophobic enculturation, and these attitudes letters in their most frequently used order must be addressed not only at a social level, but on an international level (LGBT), but the also introspectively at a personal level. resources, the recommendations and the rest of the materials have been set out so as to accommodate the full diversity of sex and gender that exists in our society. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS 12

How is homophobia expressed?

Homophobia is expressed over a There are at least 5 ways in which homophobia can continuum that goes from exclusion or manifest itself (Borillo, 2001; Pichardo, 2009): rejection (leaving people out, ignoring them, not letting them take part or not 1. Cognitive 4. Liberal talking to them) to verbal or physical violence. It contains a distressing range Homophobia can be expressed through One type of homophobia that often goes thoughts and theoretical elaborations. This unnoticed is liberal homophobia, which of possibilities that includes taunting, is what is known as cognitive homophobia. involves thinking that the public space must insults, ridicule, bad mouthing, name It includes conceiving of homosexuality, be exclusively heterosexual and that affection calling, stealing, intimidation, bullying bisexuality and transsexuality as unnatural, between people of the same sex should be via the Internet or other information believing that they are a sin or holding the confined to private or personal spaces, with opinion that LGBT people should not have the such displays of affection in front of others and communication technologies, same rights as everyone else. being seen as provocative or disrespectful. threats and physical and/or sexual aggression. 2. Affective 5. Institutional

There is also affective homophobia, which is Finally, rejection of and discrimination expressed through feelings of rejection, fear against LGBT people that forms part of or disgust towards people who are or appear the rules and day-to-day functioning of to be LGBT. institutions (for example, states, public policies, schools, hospitals and businesses) is 3. Behavioural institutional homophobia.

If affective or cognitive homophobia is expressed through behaviours involving active rejection or exclusion, it is called

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals behavioural homophobia. INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS 13

Who is the target of homophobia?

Homophobia is directed at lesbian, These people call heteronormativity—that is, societies being «masculine» implies a rejection gay and bisexual people, and also the idea that everyone is heterosexual or that of homosexuality and LGBT people. For heterosexuality is the only acceptable sexual this reason, in general a greater percentage against all people who, in spite of not orientation—into question. of males than females tend to display self-identifying using those terms, feel homophobic attitudes (Pichardo, 2009). However, homophobia is also directed at attraction and romantic and sexual people who defy the sex/gender system’s In short, as is the case with gender violence, desire toward people of the same sex. norms—that is, at people who do not self- homophobia is directed at people who call identify with the gender identity that our society’s dominant sex/gender system they were born with (trans people)— into question: men and women who do not and at men and women (regardless of fit in with heteronormativity or who do not whether or not they are homosexual) who follow the hegemonic gender roles. For these display behaviours that are not considered reasons, it can be said that homophobia masculine or feminine, respectively. In ultimately affects all of us, since it limits the short, it is directed at people whose gender free development of our human potential expression does not conform to norms. and produces negative situations of violence It should be kept in mind that homophobia for victims and victimizers alike, as well as for everyone who has to live with these represents masculinity’s principal situations. instrument of control and that in many EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS 14

What are the different types of homophobia?

Although homophobia Lesbophobia is the specific discrimination their challenging of the gender identity assigned includes the rejection suffered by women who are lesbians. They are to them at birth. Trans people are exposed to a experienced by people subjected to greater discrimination than other women greater risk of exclusion, rejection and violence than who are or who appear to on account of their homosexuality, and to greater lesbian, gay and bisexual people are (Moreno and Puche, 2013; Platero, 2014). For this reason, this Guide be lesbian, gay, bisexual discrimination than other homosexuals on account of the fact that they are women. So, for example, the particularly seeks to visibilize the homophobia or trans or whose gender bullying that women who are lesbians suffer relative that trans people suffer, and it will refer to both expression does not to gay men is often explicitly sexual. Moreover, they homophobia and transphobia. conform to the norms, are at greater risk of suffering sexual harassment than it must be kept in mind heterosexual women. Sexual stereotyping and that it does not take the gender intolerance is directed same form against all of Biphobia is the product of a binarist society at people who, regardless of whether their these groups. As a result, that categorizes people in two exclusionary extremes orientation is heterosexual or homosexual, it is worth differentiating (heterosexual or homosexual), making it easier to express their gender in a way that does not and naming the different accept the idea of a person who either likes people of conform to the roles and expectations that types of homophobia: the opposite sex or likes people of the same sex than it correspond to their identity as men or women. is to accept the idea of individuals who like people of Accordingly, men who are not perceived as being any sex. As a result, bisexual people suffer greater levels sufficiently masculine suffer homophobic insults, of ignorance and rejection than homosexual people do and so do women who do not follow the mandates and, for example, they find it more difficult to find a of femininity. partner than heterosexual, gay or lesbian people do.

LGBT phobia is a concept used by certain Transphobia is the specific discrimination LGBT groups to visibilize the rejection that lesbian, that trans people suffer as a result of their calling the gay, bisexual and trans people suffer as a collective

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals roots of the sex/gender system into question through group. INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS 15

What is bullying?

Bullying is different from sporadic is, nearly one in every four students suffers it. acts of aggression because it Furthermore, bullying is present at all levels involves repeated intimidatory and of Spain’s educational system (Cerezo, 2009). Bullying is present at Bullying among adolescents via information exclusionary behaviours based on a and communication technologies is becoming all levels of Spain’s power imbalance in interpersonal increasingly prevalent: 14.43% of students educational system relations and because it is intentional, have been subjected to insults over the unprovoked, constant and Internet, and 7.72% have received insults personalized (Del Barrio et al., 2003). via a mobile phone (Ortega et al., 2008; Díaz- Aguado, 2013). IS THE INCIDENCE It generates a sense of defencelessness for 23% OF BULLYING the person being bullied, which could cause IN SCHOOLS IN SPAIN them to modify their day-to-day attitudes and behaviours out of a fear of the attacks continuing (Cerezo, 2002; Rigby, 2000). Moreover, bullying in schools erodes prosocial OF STUDENTS and empathetic attitudes among peer groups HAVE BEEN (Cerezo, 2006). 14.4% SUBJECTED TO Recent studies show that bullying has INSULTS OVER greater consequences on young people THE INTERNET than mistreatment suffered by adults does: anxiety levels triple, and cases of depression and self-harm increase by four percentage points (Lereya et al., 2015). In Spain, the

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals incidence of bullying in schools is 23%—that INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS 16

What is the specific nature of homophobic and transphobic bullying in schools?

Unlike other types On many occasions, these victims are wary of The constant presence of homophobic or of bullying, victims sharing this experience at home, because they think transphobic insults has created a horizon of insult that they may not receive support from their (Eribon, 2001) that is shared not just by people who of homophobia and families or legal guardians, a state of affairs that is are the target of the insults, but by all students transphobia suffer rejection probably less frequent when the discrimination is and the population, since it is made clear that any at all times and in all the related to racial, ethnic, bodily or religious factors. person who steps outside the norms of sexual or identity orientation will be subjected to those social spaces of their daily When people who are LGBT or who do not conform insults. lives, in what has come to be to gender norms are excluded, insulted or subjected known as the «continuum to violence, what is known as the spread of stigma An increasing number of teachers, nonteaching of homophobia»: in schools, may arise. This involves people who support staff, family members and students are taking in the street, in the media, victims of homophobic or transphobic bullying determined action against these types of situations, also suffering the bullying. These situations are but there is still a normalization of homophobia. among groups of friends, often not found in other types of bullying (for This entails thinking that rejection and homophobic at sports clubs, at places of example, racism or xenophobia), and, moreover, they and transphobic insults are something normal, that worship, and so forth. intensify victims’ isolation and exclusion, because they do not cause anyone any harm and that they they inhibit support from and alliances with are part of a tradition that there is no reason to heterosexual people, who will not want others to change. think that they are LGBT. Accordingly, friendships or relations with gay, lesbian, bisexual or trans people become another possible basis for people becoming victims of homophobic and transphobic bullying. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS 17

How frequently does homophobic bullying occur?

According to UNESCO, «homophobic Various studies carried out in Spain show bullying is a global problem» and that, although the situation has improved greatly in recent years, homophobia and occurs in every country, regardless of Of young people aged transphobia continue to be the principal beliefs or cultures (2013:7,53). cause of insults, taunting and rejection between 15 and 29 in schools in Europe and Spain (British Council, 2010; Pichardo et al., 2014). According So much so that, according to data from the to the Spanish Youth Institute (Instituto de HAVE Spanish Ministry of the Interior (Ministerio la Juventud), three out of four young people WITNESSED del Interior), the majority of hate crimes that aged between 15 and 29 have witnessed HOMOPHOBIC 25% ACTS OF occur in Spain are due to sexual orientation homophobic acts of aggression in their AGGRESSION IN or gender identity. These factors play a much schools in the form of rumours, insults THEIR SCHOOLS more recurrent role than other personal and taunting, and 6.4% have seen lesbian, characteristics such as race, ethnicity, gay, bisexual or trans people being struck disability or any other motive given in (INJUVE, 2011). According to the same study, complaints made about these types of offence around 20% of young people strongly rejected STRONGLY (Ministry of the Interior, 2014, 2015). sexual diversity. Consequently, the majority REJECTED of young people say that they respect 20% SEXUAL DIVERSITY LGBT people, but they do not act when the homophobic minority makes comments that seek to discriminate or reject. This allows negative attitudes to be imposed in schools. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS 18

Why do we need to address sexual, family and gender diversity in schools, and why do we need to address homophobic and transphobic bullying?

Diversity is a positive value, which one have an equal right to quality education in a should learn to value from the first safe school environment (2013:12). In this context, schools are especially stages of the educational system. All students vulnerable spaces, not only because children, adolescents and young people spend the have an equal In terms of their bodies, cognitive abilities, majority of the day in them, but also because right to quality tastes and ways of thinking, human beings they are places where they learn what is or education in a safe is not appropriate and what does or does not are diverse. But they also display diversity in school environment. terms of their sexual orientation, the families have a place in our society. that they live in and the way they shade Moreover, as is reflected in the legal resources gender. Learning to make diversity part section of this Guide, international and of one’s life means learning to live within national laws oblige all schools to provide society and to prevent discrimination and inclusive environments and to combat any abuse that generates suffering, inequality type of exclusion, discrimination, violence or and conflict. Situations in which insults, attitude that hinders a safe and respectful taunting, violence or exclusion arise therefore environment for all members of the education represent an educational opportunity to community. shape diversity and integration. As UNESCO has highlighted, in the same way that discrimination based on race, sex, ethnicity, disability or religion is unacceptable, so too is discrimination motivated by (supposed or real) sexual orientation or gender identity. All learners EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS 19

What are the consequences of homophobic and transphobic bullying in schools?

Being a victim of homophobic or victims’ physical integrity at risk (Gómez transphobic bullying at school does Arias, 2009). The data available at a global level show that the risk of suicide is much not just entail significant suffering in Of adolescents and young higher among adolescents and young people the lives of the children, adolescents who are not heterosexual or who are trans people who are lesbian, and young people who are subjected (Saewyc, 2011; Muraco and Russell, 2011). In gay or bisexual and aged to it. With regards to central aspects Spain, 43% of adolescents and young people between 12 and 15 who of individuals’ lives such as identity, who are lesbian, gay or bisexual and aged have suffered bullying in sexuality and affection, it also affects between 12 and 15 who have suffered bullying in school as a result of their sexual orientation school them throughout the rest of their lives. have considered suicide at some point, with 17% having attempted it (Generelo, 2012). 43% For the people who suffer it, this type of HAVE CONSIDERED bullying therefore has serious consequences SUICIDE AT SOME for the educational process. They usually POINT experience a decline in their academic performance and are more frequently absent 17% from school, which can ultimately lead to HAVE ATTEMPTED IT academic failure and even to dropping out of school completely (Chamberland et al., 2013). On a personal level of psychological well- being and mental health, this bullying fundamentally reduces self-esteem and emotional development, brings about suffering and fear and, ultimately, places its EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS 20

Why are measures not taken against homophobic and transphobic bullying in schools?

The first difficulty encountered in as «queer» or «dyke» in itself constitutes a addressing this type of bullying is bullying situation) or because the homophobia at the root of the situation does not seem invisibilization. The free apparent. It is therefore important to name development of and visibilize situations of this type, because personality and injustices that are not seen are left unfought, education, as well as It is common to make the presence of both and silence becomes the main accomplice in to a life that is dignified LGBT staff and LGBT students invisible in repeating the discrimination. schools. The majority of teachers do not and free of violence, keep in mind that statistically speaking it is Another difficulty involves thinking that are inalienable human very likely that each classroom will contain certain political or religious beliefs legitimize rights. students who are nonheterosexual or trans or this type of discrimination. The rights to who live in LGBT families. Moreover, there is the free development of personality and a tendency not to identify cases of violence education, as well as to a life that is dignified with a homophobic or transphobic origin, and free of violence, are inalienable human either because such cases are not perceived rights that prevail over any belief or ideology. as situations of discrimination (for example, Furthermore, the main religions and political students no longer speaking to a girl because parties in Spain assert that they reject any she likes another girl or teachers not realizing type of discrimination or bullying in schools. that the constant presence of insults such EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS 21

Where can I learn more about associations in my area that focus on sexual, family and gender-identity diversity? Associations for parents and families of LGBT LGBT family LGBT associations: individuals: associations:

̈̈Federación Estatal de Lesbianas, ̈̈Asociación de Madres y Padres ̈̈FLG Associació de Famílies de Gais, Transexuales y Bisexuales - de Gays, Lesbianas, Bisexuales y Mares i Pares Lesbianes, Gais, FELGTB: www.felgtb.org Transexuales - AMPGYL: Bisexuals i Trans: ̈̈Fundación Triángulo: www.ampgyl.org www.familieslg.org www.fundaciontriangulo.org ̈̈Chrysallis, Asociación de Familias ̈̈Asociación de Gais y Lesbianas ̈̈Colegas: www.colegaweb.org de Menores Transexuales: con hijos o hijas - GALEHI: chrysallis.org.es www.galehi.org ̈̈Galesh - Asociación de Familias Homoparentales: www.galesh.es

This Guide includes specific sections of educational and legal resources. How can I find A collection of links to essays, studies and questionnaires on sexual, family and gender-identity diversity that have been cited in this and out more? other sections has been provided in the References Annex for the benefit of individuals who wish to further develop their knowledge of these issues. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals BEST PRACTICES INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS 23

This section brings together some of the best practices for ensuring respect for sexual, family and gender-identity diversity in schools that are being undertaken in other countries, across a range of Spain’s Autonomous Communities and in some schools.

These examples show us that it is possible to take specific actions at all levels of decision making that have an influence on the day-to-day reality of education communities. The actions described have a direct and real impact, demonstrating that it is possible to take the path toward an education that is free of homophobia and transphobia. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

24 • At an international level • At a national level • In schools • Public authorities

At an international level

Belgium Argentina

Under the name of Plan d’action diversity in schools. For example, Under the name of the Programa Included among its courses of interfédéral contre les violences the Flemish Community is Nacional de Educación Sexual action is assistance for provincial homophobes et transphobes, implementing a comprehensive Integral (Comprehensive National jurisdictions (which have respon- the Belgian government has policy in this area that is Sex Education Programme), sibility over education matters) in initiated an action plan against reflected in the different facets the Argentinian Ministry for the curricular development of the homophobia and transphobia. of any educational institution: National Education (Ministerio de content proposed through the It coordinates the work and teaching, counselling, regulations Educación de la Nación Argentina) programme at all the levels and programmes of the country’s and structural measures. and the country’s different in all the forms of the education various federal governments Belgium’s French Community is provinces have been implementing system, as well as in intersectorial in tandem with various civil- integrating awareness of sexual a sex-education programme for all coordination and working with society institutions. One of its and gender-identity diversity nonuniversity levels since 2006. families. In addition to the main measures is the updating into the compulsory courses of Argentina recognizes the right of development and publication of the various antidiscrimination Citizenship Education and Love, children and young people to of specific materials for teach- legislative measures so that, Sex and Relationships Education. receive comprehensive sex educa- ers, students and families, more going beyond sexual orientation, tion in all privately and state-run than 80,000 teachers from across it expressly includes gender educational establishments. the country have participated identity and gender expression. The programme includes in training courses over several As specific measures that aim diversity in sexuality, as well as days, which they have then gone to combat homophobia and learning from the earliest stages on to replicate in their schools. transphobia in school contexts, of the educational system about At the same time, the worth highlighting is the the different forms of family National Anti-Discrimination, decision to develop and expand organization and appreciating and Xenophobia and Racism Institute understanding of the well- respecting ways of life that are (Instituto Nacional contra la being of LGBT young people in different to one’s own. It also at- Discriminación, la Xenofobia y el compulsory education. tempts to give effective answers Racismo or INADI) is Moreover, the country’s different to situations of violence, abuse regulated by a Plan Nacional federations, which have and mistreatment involving contra la Discriminación responsibility for educational children and adolescents, with (National Antidiscrimination policy, are committed to protective and restorative measures Plan) that specifically includes

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals addressing sexual and gender to meet these challenges. homophobia and transphobia. INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

25 • At an international level • At a national level • In schools • Public authorities

Quebec (Canada)

The Canadian province of Ministry of Education, Recreation Quebec, which has responsibility and Sports has addressed the over its educational and social struggle against homophobia policies, has been carrying out in its antibullying action plans. a Government Action Plan Within the framework of this against Homophobia since 2011. government plan, a Research It will continue until 2016 and Chair on Homophobia has been has a budget that will allow it created at the Université du to carry out its objectives. The Québec à Montréal. A conference plan was drawn up following against homophobia is also months of collaborative work held every two years, in which that involved various ministries, all the actors involved in school national organizations, life are involved: the Ministry of universities and civil-society Education, Recreation and Sports; organizations. Among the plan’s the Ministry of Higher Education, priorities is to understand Research and Science; the the realities faced by sexual network of school management minorities through completing teams; teaching unions; research to raise awareness and students’, parents’ and family educate, with special attention associations; and universities. paid to the situation of these At these meetings, networks are minorities in school contexts. established and experiences and knowledge are shared. Recognition is given to the need to include training for current and future teachers in sexual and gender-identity diversity issues to prevent homophobia and transphobia and to include sexual diversity in sex education.

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals Since the launch of plan, the INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

26 • At an international level • At a national level • In schools • Public authorities

At a national level

Andalusia Canary Islands

With the goal of developing how to proceed when a student The Board of Education, at these stages. In addition to the the mandate of Law 2/2014, of requests (through their family Universities and Sustainability presence of specialist educators 8 July, on nondiscrimination or guardians if they are a minor) (Consejería de Educación, in infant and primary schools, on the grounds of gender educational assistance that is Universidades y Sostenibilidad) of a teaching Guide has been identity and recognition of the suitable for a gender identity that the Government of the Canary published and a portfolio of various rights of transsexual people is different from the one that Islands (Gobierno de Canarias) has educational and play materials in Andalusia, the Board of the student was born with. This transversally incorporated preven- has been produced that is given to Education, Culture and Sport protocol does not offer closed tion and detection of homophobic each school for a week. A total of 32 and transphobic bullying into all of (Consejería de Educación, Cultura answers, but rather general schools across the seven islands its courses of action. Accordingly, it y Deporte) of the Regional principles for action that must participated in the initiative during has produced a teachers’ Equality the 2014–2015 school year. The Board Government of Analusia be adapted to the particularities Accreditation for individuals in has a similar secondary-level and (Junta de Andalucía) presented of each case. It establishes a charge of coeducation in nonuni- postcompulsory-baccalaureate-level through the Directorate- procedure for communication versity public establishments. It programme entitled «Diversities General for Participation and and identification, organizational includes among its objectives en- under construction: a question of and educational measures to be Equality (Dirección General de couraging respect and integration education,» which visited another 32 adopted by schools and actions Participación y Equidad) the for affective and sexual diversity. schools in the same year. In 2014 with respect to the education Action Protocol on Gender This accreditation is a pioneering the Board, in collaboration with community (schools, families Identity in Andalusia’s one in Spain, and in its training the Board of Health (Consejería and teachers), and it has a Education System, which process it covers specific knowl- de Sanidad), held a poster contest special section on preventing, became a binding regulation edge on preventing homophobic focused on the International Day upon its publication in the identifying and intervening in and transphobic bullying. against Homophobia, Transphobia Official Regional Government possible cases of transphobic and Biphobia for students in bullying. Along the same lines, since 2013 Gazette (BOJA) on 21 May 2015. the Board has been offering a the fourth year of compulsory Due to its comprehensive and «Diversigualdad» («Diversequality») secondary education. detailed nature, as well as a project at the second stage of Since 2013, the Board of Education, breadth that accommodates a infant education and at the first Universities and Sustainability has wide range of situations, it could stage of primary education. This offered Recommendations« for be a model for any Autonomous project presents adapted content Teachers» that focus on children Community or school that for providing education on affective with gender dysphoria and trans-

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals needs a reference point about and sexual diversity for students sexual students in schools. INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

27 • At an international level • At a national level • In schools • Public authorities

Extremadura

In March 2015, the Extremadura Special emphasis is also given offer primary attention to schools are taking education, pedagogy Parliament (Parlamento de to the conducting of studies that are experiencing situations and secondary-school teacher- Extremadura) unanimously and research to understand the of discrimination or bullying training courses; and integrating approved the Law of social realities of sexual diversity in on the grounds of homophobia sexual and family diversity into equality for lesbian, gay, schools. The law establishes a and transphobia. Berdindu also the curriculum. bisexual, transsexual, system of sanctions and penalties offers technical support and Ararteko (the Basque Country’s transgender and intersexual that target sexual discrimination. training to schools that are ombudsman), has also spurred people and of public policies interested in integrating sexual on specific activities involving against discrimination on the Basque Country diversity into their curricula, as LGBT minors as a particularly grounds of sexual orientation well as materials and educational vulnerable group within and gender identity in the Berdindu, the Basque resources on its website. the Basque Country’s infant Autonomous Community of Government’s information and The 2011–13 work plan for population. This institution Extremadura. This law offers assistance service for matters equality and nondiscrimination has also been involved in two a specific chapter on measures related to sexual and gender on the grounds of sexual European intervention projects to be taken in the educational diversity, was launched in 2002, orientation and gender identity, to combat homophobia and environment. These measures and it has developed a specific drawn up by the Basque transphobia in schools, namely include, among others, the course of action, Berdindu Eskola, Government in collaboration RAINBOW and RAINBOW creation of a comprehensive to provide an advisory service to with various associations, HAS, within which a wide range plan on education and LGBTI schools that have experienced considers education to be an of educational materials for diversity; the use of educational problems with discrimination area for priority action, and teachers and counsellors and materials and content that are against LGBT individuals or that it proposes 19 specific actions aimed at various educational respectful and inclusive with are interested in working on for it. These include, among levels were collected. regard to sexual and sexual diversity. This course of others, annual conferences for gender-identity diversity; actions action and Berdindu Familiak teachers; the incorporation of aimed at identification and work in close collaboration training in sexual diversity prevention and at protection with the Basque Government’s into teaching staff’s continuous of sexual minorities in schools; Department of Education, training; the incorporation and training on sexual diversity Language Policy and Culture of an obligatory unit on the and families made up of LGBT (Departamento de Educación, subject at the Universidad del

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals individuals for teaching staff. Política Lingüística y Cultura) to País Vasco for students who INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

28 • At an international level • At a national level • In schools • Public authorities

In schools

CEIP Andalucía IES Cabo Blanco (Seville) (Tenerife)

The CEIP Andalucía, an infant diversity that children were CEIP Andalucía was awarded IES Cabo Blanco is a secondary and primary school located taking home with them. Once the prestigious Marta Mata school located in the Cabo in Seville’s Polígono Sur the school’s motivation for prize for educational quality Blanco population hub of the (home to the neighbourhoods working on these and other for 2009, and it won second prize municipality of Arona, at the popularly known as «Las 3000 types of diversity was explained in the National Best Practices southern end of the island of Competition for dynamism and viviendas»), has been working to them, not only did they not Tenerife. For several years, on sexual, family and gender- innovation in school libraries for this school has determinedly encounter more resistance, identity diversity for a number the year 2011. incorporated a transversal but they also went on to enjoy of years through coeducation focus on sexual and gender- the support of those families and transversality, introducing identity diversity into its daily in working on these themes these subjects above all through activities. Accordingly, both the reading. It has a library that within the school’s democratic school’s management team and a houses books addressing all management mechanisms, in significant portion of its teaching types of diversity through which families participate closely body have taken part in training coeducation. In addition to in the educational processes in courses on sexual minorities and offering books to students accordance with the paradigm homophobic and transphobic and their families, it organizes of learning communities. In a bullying, as a result of which they «dialogue gatherings» where similar vein, the school’s head, have transversally incorporated collective engagement with Ángela Molina, highlights that this reality into their professional the books is encouraged, and although they have started educational duties. teaching staff for all subjects working simultaneously at all Each year, the school holds are invited to make use of the educational levels, the results an affective-sexual diversity materials. are most noticeable at the week, for which the students During the first year in which infant level, since they tackle themselves propose—and often these issues were addressed stereotypes and prejudices at the run—the activities. Indeed, at the school, two or three very stages when these begin to LGBT students have asked to families raised concerns take hold among the youngest provide training based on their

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals about the reading on family students. own experiences at the school INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

29 • At an international level • At a national level • In schools • Public authorities

IES Duque de Rivas (Madrid)

to its teachers and the rest of In 2005, this secondary school at which a series of talks and Madrid or COGAM) and a special the students in their age group. in the Rivas-Vaciamadrid activities are offered over commendation at the awards for In addition, the school runs area began its «Tutoría GLBT» three days. The event is open educational projects organized by a programme on affective- («LGBT Mentoring») project. to the school’s different levels the Fundación Atresmedia and sexual education with regular It is still running today. The and groups of students. The Samsung. workshops on sexual diversity, mentoring programme’s main conference is organized jointly equality relations or healthy activity involves addressing the with the counselling and affective-sexual relations. A requirements and questions of extracurricular departments, sexologist also offers personal any student in relation to sexual, and role models in the fight for family and gender-identity monthly consultations to any respect for diversity and gender diversity. It offers a space for students who request one. identity speak at it. listening, caring and attention. In addition to individualized One of the project’s key tools is a mentoring, the service organizes blog with a wealth of resources many workshops over the school that are used not only by lesbian, year on sexual orientation, gay, bisexual and transsexual gender identity, HIV/AIDS, adolescents from the school, human rights and bullying, but also by visitors from other among other subjects. parts of the world owing to the The school also celebrates large quantity of educational different events related to resources, videos, songs and sexual diversity, such as the opinion articles that it offers. International Day against This experiment has received Homophobia, Transphobia and various prizes, such as the Biphobia; the School Day of Triángulo Rosa awarded by the Nonviolence and Peace; and Gay, Lesbian, Transsexual and World AIDS Day. For the past Bisexual Community of Madrid decade, it has held an annual (Colectivo de Gays, Lesbianas,

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals LGBT Culture Conference, Transexuales y Bisexuales de INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

30 • At an international level • At a national level • In schools • Public authorities

Best-practices recommendations for public authorities

Taking as a reference Public policies: the best practices mentioned previously, 1. Establish and spread, from all economic resources that are with individuals who have public authorities, a clear and sufficient for promoting public responsibility for these issues this section offers a series unambiguous discourse about policies for ensuring respect in schools and administrative of recommendations for rejecting discrimination and for sexual, family and gender- bodies. public authorities with bullying of any sort, expressly in- identity diversity, with the goal the objective of promoting cluding that related to sexual ori- of achieving a real impact that policies and activities that entation and gender identity. goes beyond a mere declaration of intentions. foster respect for sexual, 2. Identify the policies of 2. In 2009, the Centre of family and gender-identity other governments at national, 5. Create a National Plan Educational Research and diversity. regional and municipal levels against School Violence Documentation (Centro de Investigación y Documentación that could serve as a starting and Bullying that expressly includes prevention and Educativa) produced a document point for developing a national, on preventing violence and combating of homophobic and regional and local policy. improving integration in schools, transphobic bullying and that which compiles and highlights 3. Revise, modify, elaborate and establishes specific policies proposals for working on implement necessary laws and against homophobic and integration, safety and the school regulations for the effective de- transphobic bullying in schools environment in Integration velopment of policies to combat at a national and regional level, Plans. homophobic and transphobic bul- as well as observatories that lying at all levels of the educa- ensure compliance with the tional system and in all types of implemented policies. school, including those which ca- 6. Ensure the real and specific ter to people with special educa- incorporation of sexual, family tional needs. and gender-identity diversity in 4. Create specific allocations national and regional plans that 2 EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals of staff and material and oversee integration in schools , INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

31 • At an international level • At a national level • In schools • Public authorities

Research and training:

7. Establish oversight 1. Encourage, support, reinforce training) and for continuous 5. Recognize and positively mechanisms that guarantee and visibilize high-quality training on respect for all reinforce schools, management nondiscrimination on the scientific research relating to diversities, on combating teams, teachers, parents’ grounds of sex, sexual orientation sexuality and gender diversities, homophobic and transphobic associations, families and or gender identity during the and also to the nature, incidence, bullying and on laws that students that implement hiring and promotion process of scale, impact, specificity and recognize sexual, family and and participate in activities teaching and nonteaching staff consequences of homophobic and gender-identity diversity, that combat homophobic and who work in schools that are transphobic bullying in schools. so that these training plans transphobic bullying or that privately or publicly funded. develop activities to promote 2. Base study plans and reach future teachers and respect for and attention to 8. Establish mandatory curricula on an approach based counselling staff as well as all sexual, family and gender- regulations for schools relating on human rights and include active professionals, including identity diversity. to their area of responsibility for comprehensive sexual education nonteaching staff. trans students in terms of their and equality between men and 4. Facilitate and foster the right to respect for their gender women in them, as well as sexual, production of, access to and identity at school: name, records, family and gender-identity acquisition of specific materials clothing and activities, as well diversity. (books, manuals, teaching units, as spaces separated by gender, 3. Produce specific plans for films, and so forth) for working guaranteeing confidentiality and initial training (especially in on sexual, family and gender- respect for their privacy. infant- or primary- education identity diversity in schools and degrees and master’s degrees spaces such as resource centres in secondary-school teacher and libraries. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

32 • At an international level • At a national level • In schools • Public authorities

Collaboration and communication:

1. Promote coordination, 2. Work with educational 3. Modify the various forms, 4. Include sexual, family and dialogue and close authorities, unions, associations, booklets and administrative gender-identity diversity in cooperation between civil- religious leaders and the media to documents so as to include current campaigns that promote society organizations, LGBT ensure their support and to send sexual, family and gender- respect and an awareness of associations, teaching unions, out clear messages regarding identity diversity, substituting student diversity, while also different political actors and all the unacceptable nature of any the terms «mother» and «father» producing new campaigns and of the education community type of discrimination, including for «legal guardian,» followed, materials at national, regional (teaching and nonteaching staff, homophobia and transphobia. where appropriate, by the and local levels in order to specialists, students, parents’ family ties or relationship with specifically address this diversity. associations and families) the student (mother, father, through meetings, gatherings, grandmother, aunt, and so forth). conferences, congresses and other avenues for face-to-face and virtual encounters that also allow exchanges of experiences between different schools and institutions. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals ACTION GUIDE

Against homophobic and transphobic bullying in schools INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS 34 • Recommendations to prevent • Indicators for identifying • Intervention protocol

With the objective of offering tools to Is divided into three prevent, identify and intervene in cases sections: of homophobic and

transphobic bullying, The first part comprisesrecommendations to prevent 3 this Guide is divided homophobic and transphobic bullying, which provides a compilation of general and specific recommendations into three sections and for the whole education community: management teams, counselling teams and departments, teaching staff, is aimed at the whole students and families. education community. The second part of the Guide offersindicators for identifying possible cases of homophobic and transphobic bullying within the education community, taking into consideration the diversity of relations between all parties. It also offers indicators to identify if schools are spaces that 3. The different national- and international- encourage respect for sexual, family and gender-identity level documents whose proposals have informed diversity. the content of this guide can be found in the References Annex. These proposals have been compiled (in some cases verbatim and in others The third part offers a protocol of five phases for with modifications), analysed, reworked and systematized to optimize accessibility and the intervening in cases of homophobic and transphobic opportunity to reflect and implement. bullying in schools in a comprehensive way that also involves all members of the education community.. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

35 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• GENERAL

• Schools Recommendations to prevent • Teaching staff homophobic and transphobic • Students • Families bullying in schools

As members of the 01 02 education community, we Shake off your Take care with your propose going beyond the prevention, identification prejudices! language! and eradication of ̈̈Do not presume the heterosexuality or gender of ̈̈Discrimination between men and women and homophobic and transphobic the people around you: there is probably a lesbian, on the grounds of sexual orientation also begins bullying to promote the gay, bisexual or trans (LGBT) person in your with linguistic practices: use inclusive and free development of environment. nonsexist language so that everyone who hears the personality of each you feels positively recognized in your discourse. ̈̈There are many ways to be heterosexual, Language is rich and diverse, and this can be an person, fostering respect for homosexual, bisexual or trans. Respect them. excellent opportunity to discover the possibilities sexual, family and gender- ̈̈Do not exclusively focus your attention and it offers. identity diversity within relationship with LGBT people on their sexual ̈̈Avoid homophobic and transphobic language. schools at the same time as orientation, sexual identity or their form Expressions such as «queer,» «dyke,» «tranny» and addressing and celebrating of expressing gender: there are many more «butch» are not inoffensive. Although they may all diversities. facets of their personality that should not be not be intended to cause harm, they are hurtful overshadowed. expressions for many of the people who hear you, and they should not be permitted in any case. ̈̈We have all been educated in sexism and homophobia: recognize the prejudices, myths and ̈̈Avoid always talking from the masculine point of false beliefs that exist about LGBT persons in you view (androcentrism) and treating other people and in your surroundings. as if they were all heterosexual (heterosexism).

̈̈Homophobia and transphobia affect everyone, ̈̈Respect the wish of each person to be treated including heterosexual people who do not according to the gender with which they

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals conform to hegemonic gender and sexual norms. identify. INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

36 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• GENERAL

• Schools

• Teaching staff

• Students

• Families 03 Diversity is positive!

̈̈Dedramatize! Sexual, family and gender-identity ̈̈Incorporate a broad and diverse understanding diversity constitutes an excellent education of family, coherent with the rich diversity of opportunity to construct a new kind of school family structures present in schools. in which everyone is recognized and respected. ̈̈Positively assess and encourage expressions of Difference allows us to learn from others. affection and love among all people, whatever ̈̈Avoid referring to others, their attitudes or their sex. emotions using words such as «normal» and «natural»: human diversity is normal and natural. ̈̈Do not define people by their difference: beyond sexual orientation, gender, skin colour, weight, height, bodily abilities or nationality, what we all have in common is that we are human beings. ̈̈Question stereotypes and reflect on the concepts and realities that you associate with homosexuality or bisexuality: love, respect, diversity, freedom, equality. ̈̈Avoid labels: they pigeonhole and limit us. Human beings shade sexuality and gender so diversely and fluidly throughout their own lives that they override binary conceptions and closed matrices. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

37 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• GENERAL

• Schools

• Teaching staff

• Students

• Families 04 05 06 Respect! Get involved! Train and trans- ̈̈Respect for sexual, family and ̈̈Always intervene when faced with comments and form yourself! gender-identity diversity is a attitudes that do not respect diversity. But do not task for the whole education merely prohibit or censor: listen, try to understand, ̈̈Identify available resources for community, not only LGBT people. make people understand, question and debate. addressing and respecting sexual, Assertively point out sexist and homophobic attitudes family and gender-identity diversity, ̈̈Respect privacy: we have the right and show their consequences for people and for as well as the institutions and to speak about our affections and society. associations that offer them and that our desires, but also not to do so. can help you. Share this information. ̈̈Talking about homosexuality, bisexuality or ̈̈Respect confidentiality: we have ̈̈Talk to LGBT people and understand the right to decide when and with transsexuality does not mean being homosexual, bisexual or trans. their reality at first hand: having whom we share our affections and personal role models allows us to our desires. ̈̈Be a role model for diversity: if you are an LGBT question prejudices and stereotypes. person, consider the possibility of making it visible. If ̈̈Pay attention: on occasions, Have a generous and caring attitude you are not LGBT, create a favourable climate so that there are questions that may be toward realities that may be new for anyone can freely talk about their sexual options and uncomfortable or disrespectful, you. their gender identity as you probably can. despite the good will underlying ̈̈Attend and participate in LGBT them. ̈̈Talk about these topics in your environment and use celebrations. references to diversity that are understandable for ̈̈Do not out anyone without their everyone. ̈̈Search, read, reflect, look, consent: respect the situations listen, propose and participate: and processes of each person. ̈̈Put into practice and support initiatives for the understanding and embracing respect of sexual, family and gender-identity diversity. diversity transforms lives. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

38 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• General

• SCHOOLS Recommendations for members • Teaching staff of management and counselling teams • Students • Families

Identify the situation at your school and act

̈̈Knowing where, when ̈̈Optimize school spaces, and how homophobic and favouring mixed toilets with transphobic bullying occurs individual cubicles. Through favours more effective doing so, you will help to reduce intervention in order to discrimination on the grounds eradicate it: establish of gender and gender identity. anonymous and effective At the same time, students evaluation tools regarding must in all cases be permitted the state of integration at to use the toilets and changing the school, including, among rooms corresponding to their others, discrimination on the gender identity. grounds of homophobia and ̈̈Revise the different forms transphobia. (registration forms, tutorial ̈̈Establish confidential and sheets, and so forth) that effective mechanisms to each student has to fill in, so report and respond to as to avoid presuming the homophobic and transphobic heterosexuality of families. Not bullying. Provide support to all families are made up of a students who suffer it; act with father and a mother. Remember those who attack or passively that same-sex marriage has observe; provide resources to been legal for more than a families and guardians; ensure decade in Spain. that students know the action protocols and trust in their effectiveness. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

39 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• General

• SCHOOLS

• Teaching staff

• Students

• Families

̈̈Expressly introduce education on sexual diversity and the fight against sexism and 4. The Education Plan contains the statements of identity and educational principles (inclusion, homophobia to the official documents of the democratization, nondiscrimination, coeducation, and so forth) that will nurture relationships in the school. It provides a structure, rules of organization and operation and the objectives that allow school, beginning with the Education Plan4, the for coherent, coordinated and effective actions to be guided and carried out for the whole education 5 Integration Plan , the Rules of Organization community, and particularly the teaching staff. It must be flexibly and openly articulated so that it 6 and Operation, the Tutorial Action Plan and the can respond to each case by taking into account its context and offering appropriate and effective General Annual Programme. proposals. Within this document, it is essential to highlight the Diversity Attention Plan (DAP) as a fundamental document that underlines all the possible diversities of students and, within them, ̈̈Establish mechanisms so that all the school sexual, family and gender-identity diversity. staff treats trans students according to their chosen name and gender. It is not the student’s 5. The Integration Plan must be considered as a preventive tool, consistent with responsible and responsibility to have to inform each one of their high-quality tutorial action that offers personalized supervision of students. Its main objective is to teachers or the nonteaching staff; rather, the generate a good teaching-learning environment in the school and to develop systematic and global school should assume this task. prevention that transforms schools into nonviolent places that offer education in and for peaceful conflict resolution and in which enriching experiences of differences take place. ̈̈Students have the right to freely express their gender and to dress in accordance with 6. The Tutorial Action Plan contributes to personalizing education and to adjusting the educational their gender identity: the visibility implied by response to the particular needs of students by encouraging processes of personal maturity and the development of self-identity and a value system, at the same time as preventing peer-group problems. changing clothing forms part of a process that It therefore contributes to educational innovation and quality. By intervening in each one of these must be assisted and supported. areas, we can teach students to think, integrate, behave and learn to take decisions. ̈̈Respect for the privacy of LGBT students and of LGBT teaching and nonteaching staff must occur at all times. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

40 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• General

• SCHOOLS

• Teaching staff

• Students

• Families

Involve the whole education community in the change

̈̈Take a clear position against ̈̈Incorporate policies, ̈̈Foster the presence of positive ̈̈Encourage celebrations discrimination in general programmes and actions role models of sexual, family of LGBT pride days, the and in favour of diversity: against this type of bullying and gender-identity diversity International Day against display posters that identify across all years and levels, at the school, supporting the Homophobia, Transphobia the school as a safe space, in commencing them as soon students, families and teaching and Biphobia, World AIDS which bullying on the grounds as possible to question and nonteaching staff who are Day and sexual diversity and of sexual orientation, family homophobic and transphobic lesbian, gay, bisexual or trans gender-identity weeks, as diversity or gender identity behaviour from the first so that they may be visibilized well as celebrations of other is not tolerated and in which moment it appears. if they consider it appropriate awareness-raising events diversity is promoted, respected and may become a local role for the whole education ̈̈Propose an Integration and celebrated. model for the whole education community. Ensure that all the Assembly in all classrooms, community. events celebrated in the school ̈̈Create a School in which students debate and environment are inclusive Antidiscrimination reflect upon compliance with ̈̈Foster the participation for LGBT persons and their Committee with the presence integration rules, student of both heterosexual and families. For example, celebrate and representation of all the relations in the class and nonheterosexual students a Family Day instead of members of the education any problem that may arise, in peer training and care Mother’s Day or Father’s Day. community. whether in the class or in the to promote respect for all school. diversities as well as to prevent and act in bullying situations of any kind. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

41 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• General

• SCHOOLS

• Teaching staff

• Students

• Families

̈̈Address these issues with the ̈̈Open participation up to students’ families and legal the neighbourhood in these guardians, involving parents’ activities, turning the school associations and «schools» for into an antidiscrimination role fathers, mothers and family model that favours diversity members. It is important to within the neighbourhood. make tools and resources to ̈̈Request collaboration and explain the need to address advice from local LGBT these issues at home—and associations in implementing how to do so—available. To these recommendations. begin, on the date of an event Their members can attend related to sexual, family and and participate in activities, gender-identity diversity, you offering complementary can send a letter to families training to curricular and informing them of the activity, extracurricular activities and the school’s position in favour acting as positive role models. of respect for diversity and the Understand and explain need for and importance of the resources that these family support on these issues. associations have available for use by any member of the education community. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

42 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• General

• SCHOOLS

• Teaching staff

• Students

• Families

Integrate diversity into daily school life

̈̈In the school library, ̈̈Avoid restricting students’ ̈̈Specific tutorials attending to ̈̈Recognize the education offer materials relating to access to information on affective-sexual, family and community’s progress on sexual, family and gender- sexual, family and gender- gender-identity diversity have this subject and positively identity diversity that act identity diversity. It is worth produced excellent results in reinforce every forward step as pedagogical resources for making sure that the school’s schools that have proposed against discrimination and in teaching staff and as references Internet search engines do them: push to implement them. favour of sexual, family and for students. It is important not censor Internet sites gender-identity diversity— ̈̈Request seminars or training that these materials are that contain words such for example, by awarding activities that permit the not placed in differentiated as «sex,» «sexuality,» «gay,» certificates in recognition of different members of the spaces. Rather, they should be «homosexual,» «lesbian,» and so actors’ involvement in the education community to integrated among the different forth. subject. acquire strategies to address resources on sexuality, families ̈̈Through the Counselling sexual education in the or partner relationships or, Team or Department, make classroom. LGBT associations if applicable, among self-help informational material on from various areas and books for adolescents. LGBT realities available to in different Autonomous ̈̈Ensure that all the materials whoever requires it, as well as Communities make talks and offered at your school are an up-to-date list of resources workshops available to schools. respectful of sexual, family available in the area. It is Moreover, if you know of any and gender-identity diversity. necessary to offer specific and other school that is already complete information on these addressing these issues, resources: what the student can establish contact and exchange expect from these resources, experiences. who they will find there, what times they can attend, how to get there and what the place will be like. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

43 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• General

• Schools Recommendations • TEACHING STAFF for teaching staff • Students • Families

General recommendations

̈̈Education focused on respect ̈̈Do not presume the with guardians, international, ways to be a man—that is, for sexual, family and heterosexuality of your multiethnic, and so on. You offering alternative models of gender-identity diversity is students or of any member can refocus Mother’s Day and masculinity to the traditional a fundamental part of the of the education community. Father’s Day as days to reflect ones by working with role duties of the entire teaching You should be open to the on the family diversity in your models that are appropriate body: addressing diversity in possibility that anyone can classroom and in society in and linked to emotions, to schools does not mean being be or find that they are general. respect for diversity and to homosexual, but involves heterosexual, homosexual, ̈̈At meetings with students’ equality among all human responsibility and commitment bisexual or trans, or, simply, family members or guardians, beings. Doing so will also help to create fairer schools and that they have doubts or their explain and demystify issues to address and eradicate gender society. own position on the matter. relating to sexuality and violence within society. ̈̈All of us have been socialized You can use neutral terms that sexual, family and gender- ̈̈Invite openly gay, lesbian, in homophobia and favour increased visibility of identity diversity. Make it bisexual and trans people to transphobia: know your fears, sexual diversity. For example, clear that you do not permit your classes or to the staffroom prejudices and stereotypes use the word «partner» instead any kind of homophobic or as an accompaniment to about this issue. The more you of «girl/boyfriend;» or if you ask transphobic attitudes. do so, the easier it will be to someone, ask if they «are going educational projects. ̈̈Males generally display transform yourself and thereby out with anyone» or if they homophobic or transphobic ̈̈Show symbols that transform the reality in your «have a partner» and not if they attitudes more frequently than demonstrate that your place school. Ask for help from a «have a girl/boyfriend.» females, and this is due to the of work and support is a safe colleague or a professional ̈̈Do not presume, either, that construction of a traditional place for LGBT people. Make or contact a union, teachers’ your students necessarily masculinity that involves it clear that as an education association or LGBT association form part of a family with a the rejection of anything professional you are openly to begin to transform yourself father and a mother. There seen as feminine and of against any discrimination and to overcome the difficulties on the grounds of sexual that you may encounter. are many family structures: homosexuality. One possibility LGBT parent, single parent, in addressing homophobia is orientation, family diversity

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals reorganized, cohabitation reflecting on the different and gender identity. INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

44 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• General

• Schools

• TEACHING STAFF

• Students

• Families

In class

̈̈Do not neglect your students’ ̈̈Deal with the root of the ̈̈Visibilize the homophobia and attitudes related to interest in questions relating problem: working on gender and transphobia behind homophobic and transphobic to sexuality, desire and love, roles is a good strategy for insults such as «queer,» «dyke,» bullying. even during classes that are approaching the issue with the «tranny» or «butch,» which may ̈̈It is not necessary to know not dedicated to those issues, youngest students. Promote affect the feelings of various the sexual orientation of your since they are at the forefront nonsexist coeducational games, people in the classroom, even if students to know that certain of students’ concerns. It is encourage the use of play they are not directed at them. comments and attitudes are very important to deconstruct spaces without segregation by Work to eradicate them from discriminatory in themselves: myths and stereotypes about sex and encourage the reading your class and school. Every act when they are not directed sexuality, gender and sexual of stories that do not contain homophobic or transphobic at specific people, too. orientation, and to address gender stereotypes. comment is an educational these questions transversally ̈̈Show empathy and ̈̈Avoid using sex as a criterion opportunity to work on across all subjects without understanding when for creating groups. Be respecting diversity. reducing them to specific intervening in homophobic creative and divide students timetables. ̈̈Respond immediately to sexist behaviour. Ask your students on the basis of other or homophobic comments, if they know what the insults ̈̈Remember to use nonsexist characteristics: age, months jokes or insults made by really mean and compare them language and, when giving of birth, position among students or school staff, with disrespectful terms that examples in class, try to include brothers and sisters, numbers, regardless of whether or not are used against other groups as much diversity as possible. alphabetical order, and so forth. they are directed at LGBT of people: immigrants, the people. This will improve elderly and even young people the general atmosphere of (whom some adults disparage). integration, at the same time as ensuring that LGBT students feel protected from aggression. Remember that silence and

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals passivity reinforce behaviours INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

45 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• General

• Schools

• TEACHING STAFF

• Students

• Families

̈̈Show the consequences of family environments for any ̈̈Create a climate of trust ̈̈Raise student awareness homophobic and transphobic of these reasons also have and security for your LGBT about loving and caring for bullying on the people who the right to a life without students, in a manner that their own bodies, as well as suffer it, since the people who violence and to an educational increases their visibility if respecting the bodies of other bully are often not aware of it, environment that allows they consider it necessary. people. and giving victims a human them to develop freely and, Encourage the establishment of ̈̈Think beyond bullying: face can be useful to create ultimately, to be happy. alliances to demonstrate that promoting methodologies that empathy and, ultimately, to homophobia and transphobia ̈̈Introduce role models to your foster interaction, equality, stop this kind of situation. affect all students, including classes from the different cooperative learning and heterosexual people who do not sexual orientations and gender shared responsibility is a way ̈̈If cultural or religious conform to gender norms. differences appear as identities: there are many of preventing any kind of elements that, in specific cases, outstanding figures from ̈̈Permit and encourage violence. encourage the appearance of history, science, literature, expressions of affection and homophobic or transphobic religion and art who have loved love among students with attitudes, it should be made and desired people of their own same-sex partners in the clear that human rights sex or who have lived outside same way as for different-sex prevail over religious and the gender norms of their time. partners. cultural beliefs and that, The life experiences of these therefore, the rights to a life people can be useful in working without violence and to free on diversity and challenging homophobia and transphobia development of the personality in class and in identifying must guide teaching activity. cultural stereotypes related to Remember that lesbian, gay, sexual orientation. bisexual and trans boys, girls and adolescents who find

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals themselves in homophobic INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

46 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• General

• Schools

• TEACHING STAFF

• Students

• Families

When talking about sexual, family and gender-identity diversity

̈̈Remember that any sexuality, ̈̈Explain the specific nature ̈̈Offer a historical overview of ̈̈If you address the issue of sexual orientation and gender of lesbophobia and the homophobic and transphobic sexual, family and gender- identity can cause a challenge discrimination suffered by oppression and relate it to other identity diversity in class, do for any person and educational lesbians—on the one hand for social systems of subordination not forget to provide a list of system. Be flexible and being women, and on the other and discrimination (racism, places, websites and telephone accept the uncertainty that for being homosexual people. sexism, xenophobia), and learn numbers so that students who addressing all these diversities Also address the consequences to talk about the current social wish to do so can make a note in the classroom on a daily of the invisibilization of situation for homosexual, of this information. basis may entail. relationships between women bisexual and trans people, as throughout history. well as its challenges. ̈̈Do not caricature or parody homosexuality, bisexuality ̈̈Do not forget bisexuality ̈̈Remind your students that or transsexuality. There are and the specific nature of its same-sex sexual and partner different ways of handling the situation: bisexual people tend relationships continue to be question; they should always be to suffer more discrimination penalized in various countries based on respect. than heterosexual, gay or around the world, and talk to straight people and have more them about the ̈̈When talking about sexual decision of the difficulties finding a partner, World Health Organization in orientations, do not focus as a result of which they 1990 to remove homosexuality solely on sexual health or sometimes prefer not to make from its list of mental disorders, on sexually transmitted their sexual orientation visible. about the legislative changes infections: address them recognizing the rights of LGBT together with sexuality, body people and about the European image, love, affection, pleasure, Union’s recommendations roles, gender identity and regarding the recognition of orientations of desire. freedoms and legal equality for sexual minorities. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

47 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• General

• Schools

• TEACHING STAFF

• Students

• Families

With LGBT students

̈̈Try to support LGBT students. ̈̈Respect confidentiality and resilience, as well as the level and girls; do not exclusively Know their process of request authorization from of respect of the people that focus your attention and recognizing their own identity all students before sharing the surround them. relationship with them on this and take into account that information they have given issue. ̈̈For some people, sexuality and they may be under pressure to you with other people, even gender identity vary through ̈̈If they ask you to do so, call because of homophobia and with their family: on occasions, their lifetime. Particularly in trans students by their chosen transphobia, which can affect homophobia can exist within childhood, we must be careful name. Demystify the view that their academic performance their own family circle. Do when creating classificatory all trans people want to have an and their psychological well- not pass on any information and immutable labels that operation: for the development being. On occasions, the without consulting them: may affect the lives of the of gender identity, surgical size and scale of aggressive students who choose to confide boys, girls and adolescents. or hormonal intervention is messages that they receive will in you do not do so with other Exploration and play must be not indispensable. Reinforce be difficult to cope with; help people. Be properly informed in body self-esteem: work on them to reinforce and increase respected, and the uncertainty order to know how to direct the the importance of loving and their self-esteem, in order to arising out of these processes person toward the appropriate taking care of their body now confront situations of conflict must be accepted and professionals (counsellors, so that, whether or not they with security, resilience and always accompanied by the social workers, psychologists, decide to carry out a hormone self-assertion. reinforcement of self-esteem. sexologists), remembering that This does not mean considering and/or surgical process in the ̈̈Ask your LGBT students about sexual and gender-identity or treating homosexuality, future, they experience sex their fears and hopes for the diversity are not clinical or bisexuality or transsexuality as and gender as their own, in future. Pay particular attention biological disorders. a «phase» that will pass, since the best conditions, with all to the possible appearance for the majority of people it the information and support ̈̈Talk with your LGBT students of feelings of guilt that is not. that is necessary. Do not use about the challenges that indicate the internalization of expressions such as «wrong homophobic and transphobic coming out involves. Be ̈̈Sexual orientation, sexual body» or «being in a body that prejudices. realistic and do not encourage identity and the different forms is not yours.» your students to act openly of expressing gender are just without knowing their levels of some of the many facets of the

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals self-esteem, self-assertion and personalities of LGBT boys INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

48 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• General

• Schools Recommendations • Teaching staff for students • STUDENTS • Families

̈̈Ask the authorities at your an adult person and generally forms of bullying that risks the person engaging in homophobic school and your teachers to be contributes toward the suffering of LGBT persons in or transphobic behaviour respectful of sexual, family situation dissipating more schools. and never the person who is and gender-identity diversity, quickly. Talk with other suffering the bullying. ̈̈Talk with people who are and to provide related training classmates who witness bullying, try to discover their ̈̈Become involved in students’ and information. bullying, say that you do not motivations, show them the associations and encourage agree with it and discuss what ̈̈Do not participate in consequences of their actions them to address LGBT issues. you can do to stop the situation: bullying: do not use sexual and explain to them that there ask the person or people who and gender-identity diversity is no place for bullying in your are bullying to stop, support to ridicule, exclude, insult, school. attack or discriminate against the victim and seek help. ̈̈Sometimes, the bullied person another person. Intervene to ̈̈Defend the person who has does not have the necessary prevent it, encourage other been subjected to abuse, resources to verbalize and people to intervene, and offer whatever your sex or sexual report the bullying that your support to anyone who orientation. You can mediate they are experiencing. If you suffers it. in situations of conflict, have witnessed an attack, significantly helping the person ̈̈In situations of homophobic or suspect that a situation who is suffering and becoming or transphobic bullying, of bullying exists, speak to an agent of change to construct silence makes us complicit, any member of the teaching a more equal society. but intervention makes a staff or of the Counselling difference: according to a ̈̈Involve the bullied person Team or Department, or to UNSECO report (2013), when in the curricular and classmates who you consider students intervene in cases of extracurricular activities in can understand the situation homophobic and transphobic which you take part: exclusion and help to stop it happening bullying, their intervention through fear of the spread again. Remind them that the

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals is more effective than that of of stigma is one of the main source of the conflict is the INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

49 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• General

• Schools Recommendations for families • Teaching staff and legal guardians • Students • FAMILIES

̈̈Demand comprehensive ̈̈All of us have been socialized ̈̈Create a climate of trust and sexual education, which in homophobia and security in the family so that includes and respects sexual, transphobia: know your fears, minors can develop their sexual family and gender-identity prejudices and stereotypes orientation and gender identity diversity, regardless of your regarding the issue, and ensure freely and with support. family’s situation. you do not transmit them to ̈̈Build a broad and diverse younger people. ̈̈Do not presume the understanding of family and heterosexuality of any ̈̈Respond immediately to sexist transmit it to the minors in the minor, member of teaching or homophobic comments, family. or nonteaching staff, family made by jokes and insults ̈̈Accompany the youngest member or student at the minors, but also by other members of the family to school. people close to or within the diverse-family and LGBT- family and close circles. ̈̈Remember that heterosexual association activities and people can also suffer bullying ̈̈Participate in the parent and events to help to create new because of homophobia or family association at your role models in the form of other transgressing gender norms. school and show your concern family, sexual-orientation and over this issue at this and other gender-identity models. ̈̈Teach respect for sexual, forums. family and gender-identity ̈̈If your family is an LGBT diversity. For example, from ̈̈Show your support for family, examine the possibility childhood, encourage nonsexist other parents and relatives of making it visible at the games, reading materials of minors who are suffering school and becoming a role that do not contain gender bullying because of model for diversity. stereotypes and the inclusion of homophobia, transphobia or ̈̈Share these recommendations role models of diverse sexuality gender identity. with other families and and gender. relevant adults. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

50 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• School

• Students

Indicators to identify homophobic • By teaching staff and transphobic bullying • Of teaching staff • Families

Bullying is different from sporadic acts of Since the intentionality, repetition and aggression because it involves an intentional, personalization of the aggression that constitutes repeated and personalized imbalance of power homophobic and transphobic bullying tend to vary in interpersonal relationships (Del Barrio et al., over time, according to context and circumstance, 2003). In the case of homophobic and transphobic we must bear in mind each and every one of bullying in schools, there are specificities that have the indicators for identifying cases that should been analysed in another section of this Guide: it be reported for the possible activation of the is one of the main reasons for insulting classmates; Intervention Protocol. it is invisibilized by authorities and the education On occasions, identifying situations of homophobic community; the people who suffer it are at risk and transphobic bullying among students can be of not having the support of their families; there difficult, because the teaching staff, particularly is a risk of the spread of stigma that generates at secondary level, spend a limited number of exclusion, isolation and lack of support; it is part of hours per week in each classroom. For this reason, a continuum that goes beyond school to affect all communication among the teaching staff is vitally the circles of the person who suffers it (friendships, important to help to identify possible cases of family, social media, and so forth); and it creates a bullying in classrooms. horizon of insult that acts as a warning to all people who do not conform to gender norms or do not show exclusively heterosexual desires. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

51 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• School

• Students

• By teaching staff

• Of teaching staff

• Families

To identify possible situations Finally, we offer a series of of homophobic and transphobic indicators to identify possible ̈̈ Indicators to identify students who are bullying, it is essential to know situations of homophobia that suffering and who are carrying out the specific context that may arise within the education homophobic and transphobic bullying. will frame our work. For this community. It is important to purpose, below we offer a series mention that homophobic and of observable and contrastable transphobic bullying does not ̈̈ Indicators to identify homophobic and indicators. only occur among students, transphobic bullying by teaching and but can also affect any of the nonteaching staff toward students. To facilitate teachers’ and relationships that exist within students’ awareness of the school. experiences and perceptions ̈̈ Indicators to identify homophobic and of sexual, family and gender- For this reason, we have divided transphobic bullying of teaching and identity diversity and of the the indicators into specific nonteaching staff. integrated school environment, sections that address this range we offer a series of indicators of relationships: to identify if your school is ̈̈ Indicators to identify homophobic and a space that favours respect transphobic bullying within the family. for sexual, family and gender- identity diversity and two questionnaires that may be useful to gather this information. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

52 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• SCHOOL

• Students Indicators to identify the school’s • By teaching staff level of involvement • Of teaching staff • Families

What aspects may indicate that a school favours respect for sexual, family and gender-identity diversity?

̈̈The Education Plan includes ̈̈These measures are specified ̈̈Specific events are held or ̈̈There are no known cases of the dissemination of values in Curricular Plans, in the celebrated such as a sexual and students or teachers who have and habits for democratic Extracurricular Activities gender-identity diversity week, left or changed school because integration and clearly states Programme and in Tutorial the International Day against of homophobic or transphobic them when presenting the Action Plans. Homophobia, Transphobia and bullying. course to families and students. Biphobia, or others. ̈̈There is an accessible, effective ̈̈The posters and images in ̈̈The Annual General and complete Protocol for ̈̈There are LGBT teachers, corridors and classrooms as Programme contains a cases of homophobic and families or students who have well as the teaching materials specific section on attention transphobic bullying. made themselves visible as used at the school display to diversity and fighting such at the school. ethnic, body, religious, sexual ̈̈Training is provided on sexual, homophobia and transphobia, and gender-expression family and gender-identity ̈̈At the school, one can see which includes measures to diversity. diversity to all school staff and couples of two boys/two girls raise awareness of, prevent, students and information is or two fathers/two mothers identify and eliminate all offered to families. who express their affection

expressions of discrimination, in public (holding hands exclusion, bullying and ̈̈All teaching and counselling or exchanging kisses, for verbal or physical violence, staff know how to prevent example). whether on the grounds of and act to confront situations gender, racism, ethnic or of homophobic or transphobic ̈̈It is not common to hear xenophobic discrimination, bullying. insulting words referring to religion, disability or physical sexual orientation or gender appearance, homophobia and identity such as «queer,» «dyke,» transphobia, aimed at the «tranny» or «butch,» or to see whole education community: homophobic or transphobic teaching and nonteaching staff, graffiti in the school’s toilets or students and families. other spaces. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

53 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• SCHOOL

• Students

• By teaching staff

• Of teaching staff

• Families

̈̈The teaching staff and students are able to name LGBT people in different fields of knowledge. ̈̈ The Annexes to this Action Guide offer two template ̈̈The management team, the staffroom and the questionnaires that can be modified and distributed among school board foster relations between the school students and staff for purposes of helping the management and LGBT experts or organizations: for example, and counselling teams to understand the situation at the school, as well as the experiences and perceptions of sexual holding specific collaborative activities (days, diversity and homophobia and transphobia on the part of tutorial sessions, events). the teaching and nonteaching staff and of students. It is ̈̈There are curricular subjects with content related common for the administering of similar questionnaires to to homophobic and transphobic bullying. raise doubts and queries among students that can present an ideal scenario to begin working on sexual, family and ̈̈There is freely accessible documentation and gender-identity diversity in the classroom. material on the issues of sexual orientation and gender-identity diversity.

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54 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• School

• STUDENTS

Indicators of homophobic and • By teaching staff transphobic bullying among students • Of teaching staff • Families

What can the education community observe in order to identify students who are suffering bullying?

̈̈It is observed in daily student ̈̈When mentioning a ̈̈Toilets and changing rooms ̈̈Greater introversion, interaction that students homosexual, bisexual or trans are spaces in which division by unhappiness and distress refer to the bullied person figure or role model, references sex, the absence of adults and and/or a less active presence by using terms related with are made to the bullied person. students exposing their bodies are observed in the student’s («queer,» mean that they are potentially participation in the daily gender or sexuality ̈̈During breaks and in «dyke,» «tranny,» «butch,» risky places for those not activities at the school. physical education classes, and so forth); they are the corresponding to gender and/or there tend to be activities or ̈̈Their academic performance subject of songs; their way of sexuality norms. games that are particularly progressively worsens. talking, moving or walking is segregated by sex: observing ̈̈The affected person mocked; they are the object of ̈̈There are repeated unjustified student relationships in these experiences conflict and taunting, jokes, scorn, insults absences from the school. spaces can be of great help tension in everyday situations or humiliation; they are treated in identifying situations of such as using common spaces, with hostility or subjugated; homophobic and transphobic sharing seats, leaving or they are left out of curricular bullying. entering class or talking in and extracurricular activities public. and they are normally alone; or they only interact with people of the opposite sex. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

55 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• School

• STUDENTS

• By teaching staff

• Of teaching staff

• Families

In the case of the first two environment, the school has the indicators, we must pay special duty to act to prevent, identify Outlined below are some specific indicators to identify attention to information and and eradicate it as it concerns the cyberbullying, which may also be motivated by homophobia communications technologies school’s students. and transphobia: (ICTs)—social networks, It is necessary to mention that instant messaging, videos, the identification of this kind ̈̈ Online dissemination of recordings or photographs chats, email, and so forth— of bullying can be difficult, without consent. since these situations can arise since it often takes place on in virtual spaces. According to platforms that are inaccessible ̈̈ Modification of images or offensive tags. the anti-cyberbullying resource for management teams, teachers guide (Luengo, 2011), threats, and families or legal guardians. defamation, offences against For this reason, schools must ̈̈ Sending offensive messages or expressions of hate, privacy and acts against sexual involve the whole education rumours, insults, disrespectful jokes, taunting or freedom are the most recurrent community and particularly the humiliation on social networks, blogs, forums or chatrooms. behaviours in cyberspace students in training, information relationships; and, though this and raising awareness regarding kind of bullying does not tend the responsible, respectful and ̈̈ Impersonation of identity on digital media. to occur in the school’s physical healthy use of ICTs.

̈̈ Exclusion of specific people from spaces shared by the rest of the class (groups on WhatsApp, Tuenti, Facebook, and so forth). EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

56 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• School

• STUDENTS

• By teaching staff

• Of teaching staff

• Families

What can the family or guardians observe to identify if their child is the victim of bullying?

̈̈Repeated refusals to attend school. ̈̈They progressively give up their hobbies and appear reluctant to participate in leisure and free- ̈̈Changes in appearance and in the clothing that time activities. the child would normally wear to the school and/ or returning home with dishevelled clothing or ̈̈They show aggressive attitudes at home. damaged or lost school materials. ̈̈They do not dare to go out alone. ̈̈They have that wounds, contusions or marks ̈̈They show self-harm, or thoughts of or attempts cannot be explained by normal school activities. at suicide. ̈̈ with whom they spend They do not have friends ̈̈Lack of emotional control: uncontrolled crying, their free time outside school. extreme emotional responses. ̈̈ are observed: Repeated somatizations discomfort on getting up, dizziness, headaches, gastrointestinal irritations or changes, difficulty breathing or tightness in the chest, trembling, palpitations, stiffness and changes in appetite or sleeping patterns. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

57 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• School

• STUDENTS

• By teaching staff

• Of teaching staff

• Families

What can the education community observe to identify students who are carrying out bullying?

̈̈They use disrespectful expressions when ̈̈When discovering that a student is a lesbian, a referring to homosexuality, bisexuality or male student attempts to flirt with her, which transsexuality. They exclude, insult, threaten or results in a situation of sexual harassment. attack people who do not follow the hegemonic ̈̈Situations and activities that divide students gender and sexuality norms. by sex or reaffirm masculinity or femininity ̈̈They respond with verbal and physical particularly awaken their interest and motivation. aggression to expressions, behaviour and ̈̈They refuse to include the affected person in emotions that do not fit sexuality and gender their team during such activities. norms. ̈̈They coerce and blackmail the other students not to have friendships and relationships with the bullied person. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

58 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• School

• Students Indicators to identify homophobic • BY TEACHING STAFF and transphobic bullying by teaching • Of teaching staff • Families and nonteaching staff toward students What may indicate that teaching and nonteaching staff have homophobic and transphobic attitudes toward students?

̈̈They expose the bullied ̈̈They make disrespectful ̈̈They do not respect a change person to situations of comments about the sexuality in name by a trans student and defencelessness in front of or gender of people or role continue to call them by the the rest of the class, insulting, models referred to in the name that appears in official imitating, humiliating or content of their subject, or of documents. ridiculing the student. students in teachers’ meetings. ̈̈They do not permit trans ̈̈They censor expressions, ̈̈They deliberately invisibilize students to use the appropriate behaviour and emotions that homosexuality, bisexuality or toilets and changing rooms for do not fit sexuality or gender transsexuality of historical their gender identity. norms. figures or role models in their ̈̈They carry out activities ̈̈They deliberately and field of study. segregated by sex and/or do repeatedly punish or penalize ̈̈They actively (by way of not allow trans students to the person who suffers the smiles, gestures, and so forth) form part of a group according bullying situation because or passively (through silence) to their gender identity. «they asked for it.» approve of insults or other ̈̈In spite of their being aware ̈̈They urge students to behave homophobic aggression. of a situation of homophobic in accordance with gender or transphobic bullying, norms: «talk like a man»; «that’s they do not act on or report for girls»; «girls don’t play the situation to the school football»; «boys don’t cry»; and authorities. so forth. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

59 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• School

• Students

Indicators to identify homophobic or transphobic • By teaching staff bullying of teaching or nonteaching staff • OF TEACHING STAFF • Families

What can indicate that students have homophobic and transphobic attitudes toward teaching or nonteaching staff?

̈̈There are drawings or writing on blackboards, ̈̈Students repeatedly ask about their romantic in corridors or in student toilets referring to the situation and/or spread rumours about it. sexuality of a specific teacher. ̈̈Students disrespectfully refer to a teacher ̈̈Students insult the bullied teaching or exhibiting behaviour, expressions or emotions nonteaching staff member, calling them «queer,» that are traditionally attributed to the opposite «dyke,» «tranny,» and so forth. sex. ̈̈Their way of talking or moving is mocked and ̈̈When mentioning a homosexual, bisexual or trans ridiculed. figure or role model, students make disrespectful references to their person. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

60 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• School

• Students Specific indicators to identify homophobic or • By teaching staff transphobic bullying aimed at LGBT teaching • OF TEACHING STAFF • Families and nonteaching staff by their peers and/or educational authorities

̈̈They are repeatedly asked about their romantic ̈̈They are assigned responsibilities that are situation and/or rumours are spread about it. inferior to their professional status or skills. ̈̈They are disrespectfully referred to because they ̈̈They are assigned meaningless tasks or tasks exhibit behaviour, expressions or emotions that with impossible deadlines. are traditionally attributed to the opposite sex. ̈̈They face difficulties in accessing the means ̈̈They suffer discriminatory behaviour in the necessary to properly perform their work. exercise of their workplace rights. ̈̈They are not considered for positions of ̈̈Their skills or intellectual abilities are responsibility. undervalued. ̈̈Their contributions or comments are ignored, or they are excluded from decision making. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

61 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• School

• Students

• By teaching staff What should be done if there What should be done if there • OF TEACHING STAFF is homophobic or transphobic is homophobic or transphobic • Families bullying of teaching or bullying of teaching or nonteaching staff by students? nonteaching staff by their peers and/or educational authorities?

Though the Intervention Protocol in this Guide In the case that teaching or nonteaching staff suffer is aimed solely at cases of homophobic and homophobic or transphobic bullying by their peers transphobic bullying among students, in the and/or educational authorities, one can commence case that teaching or nonteaching staff suffer the following measures: homophobic and transphobic bullying, one can ̈̈Reporting the events to the education commence the educational measures with the inspectorate and to the workplace inspectorate students involved and their families and the for discrimination on the grounds of sexual collective measures in the affected classrooms and, orientation or gender identity. if necessary, the disciplinary measures that are deemed appropriate according to the seriousness of ̈̈Request medical and/or psychological care to the case. assess whether to grant medical or psychological leave on the grounds of a workplace incident. ̈̈Consult whether the collective bargaining agreement, the basic civil servant’s statute and the workplace regulations for teaching and nonteaching staff include and define homophobic and transphobic bullying as serious or very serious misconduct within the disciplinary framework. ̈̈Seek the advice of the trade union organizations that include this concern within their union activities or of LGBT organizations. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

62 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• School

• Students Indicators to identify homophobic and • By teaching staff transphobic bullying in the family • Of teaching staff • FAMILIES

On occasions, homophobic and ̈̈The family or guardians ̈̈Changes in expressions, What should be done transphobic bullying may also negatively describe, ridicule behaviour and emotions occur within families. Since or scorn the expressions, relating to gender and in the case that any students spend a large part of behaviour and emotions of sexuality are observed in the of these indicators the day at school, teaching and their child that do not conform presence or absence of the raises suspicions nonteaching staff, students and to sexuality and gender norms. family or guardians. regarding cases management teams can help to ̈̈They treat the child suffering ̈̈The bullied student refuses identify these cases by noticing of homophobia or from bullying unequally to participate in activities the following situations: transphobia within compared with the other relating to sexual diversity ̈̈A student who is suffering minors in the family. after doing so normally on the family? bullying in the home may be other occasions. ̈̈The bullied student asks the reluctant to go home when teaching staff not to report teaching hours are over. situations of homophobic and If the actions of tutors, ̈̈At meetings with teaching transphobic bullying to their counselling staff or heads of staff, the family or guardians family members or guardians studies prove insufficient, it is refuse to discuss, deny during meetings. advisable to make contact with Social Services and the Police the importance of and/or ̈̈The student being bullied at justify the homophobic and Juvenile Unit. We also advise home may show marks from transphobic bullying that a following the action protocol that physical violence on their body student may be suffering. the school or the Autonomous or demonstrate pain resulting Community has established for from such violence. possible cases of infringement of minors’ rights. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

63 • Recommendations to prevent • Indicators for identifying • Intervention protocol

Intervention protocol in the case of homophobic and transphobic bullying among students

This protocol is aimed Having identified a possible case Though each one of the phases at providing tools of bullying using the indicators will involve greater levels previously provided in this of action and responsibility to comprehensively Guide, one should commence the for different members of the address homophobic and Intervention Protocol7, which education community, the aim is transphobic bullying consists of five phases: for the application of the protocol among students by 1. Notification to involve management teams, involving the whole teaching and nonteaching staff, 2. Investigation education community, families and guardians and 3. Assessment students. so that the bullying intervention becomes an 4. Intervention Over the following pages, we provide a step-by-step description educational opportunity for 5. Monitoring of each one of the phases and the 7. This protocol follows constructing a new kind of measures to take during their the structure of a template school. implementation. The Annexes protocol for assisting section offers a downloadable discrimination victims (Chahin and Morales, 2014:141). infograph with the five phases of the Protocol and the main actions for its implementation. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

64 • Recommendations to prevent • Indicators for identifying • Intervention protocol

Intervention protocol in the case of homophobic and transphobic bullying among students

1st Phase 2nd Phase 3rd Phase 4th Phase 5th Phase NOTIFICATION INVESTIGATION ASSESSMENT INTERVENTION MONITORING

VERBAL WRITTEN INVESTIGATION ASSESSMENT MEASURES MEASURES EDUCATION COUNSELLING COMMISSION REPORT TO BE TAKEN TO BE TAKEN COMMUNITY TEAM / DEPT. • Head of Studies - • Notification BY THE BY THE Class Tutor - School document in the • Head of Studies + • There was no MANAGEMENT TEACHING STAFF, • Agreement with • Observation Board. event of possible cases Tutors for the classes bullying situation COUNSELLING fulfilment of the of the effects of of homophobic or involved + Member - Completion of the • Notifying the TEAM / DEPT. measures adopted. the application transphobic bullying of the Counselling Protocol. of the Protocol families of the AND HEAD OF • Assessment of new in the school (see Dept./Team + Student on the affected • There was a people involved cases of homophobic Annexes). delegates from the STUDIES individuals and bullying situation - (where appropriate). or transphobic classes involved. on the whole Next phase of the • Notifying external • Educational bullying that education • Observation of Protocol. actors (where measures with the involve the affected community. possible risk spaces appropriate). students. individuals. Interviews: students • Educational involved + witnesses + • Measures with the measures in the relatives. teaching staff as a whole. classrooms. Preventative measures • Measures with the until completion of • Measures in families of the students Protocol: observation accordance with the involved. and support. school’s regulations. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

65 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• NOTIFICATION

• Investigation

• Assessment

• Intervention

• Monitoring

1. Notification

In the case that any member Even if this notification is carried of the education community out verbally, it is appropriate to also record it in writing. As an has identified a possible example, we present a template situation of homophobic or notification document for transphobic bullying, they possible cases of homophobic must report the situation to or transphobic bullying at one or more of the following the school (see Annexes). The document will be provided leaders of the education and received by the school community: management team, which will commence the following phase of the Protocol. ̈̈Class tutor. ̈̈Head of studies. ̈̈School Board. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

66 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• Notification

• INVESTIGATION

• Assessment

• Intervention

• Monitoring

2. Investigation

As quickly as possible, the whom information is requested. and investigation process, 8. Various studies carried out in management team will put This Committee will keep its preferably in the following order: actions confidential from the rest Spain (Generelo and Pichardo, together an Investigation 1. Interview with the allegedly 2006; Cerezo, 2009; Pichardo et of the education community, at Committee made up of bullying student. al., 2014) have concluded that the least while they are ongoing. main at-risk spaces with relation various members of the In cases involving more than The information gathering will to bullying situations are the education community: one student, interviews will be following (in order of incidence): be carried out in accordance with conducted individually. the following action structure: 2. Interview with observing ̈̈At primary level: ̈̈Observation by the Assessment playground, classrooms. ̈̈The Head of Studies or a students who have not Committee of the possible at- member of the management participated in the bullying ̈̈At secondary level: risk spaces8 at the school and team. situation. classrooms, school gates, of the kind of interactions that In cases involving more than one corridors, playground. ̈̈A member of the Counselling take place therein, and, by student, group interviews may be Team/Department. the teaching staff, of student conducted. ̈̈Tutors from the classes in interactions in the classrooms which the bullied and bullying where the people involved are 3. Interview with the allegedly person are present. present. bullied student. ̈̈Delegated students from the ̈̈Completion of interviews. In cases involving more than classes. one student, interviews will be The interviews will be carried out conducted individually. This Investigation Committee by a member of the Counselling will study the notification Team/Department, using a form document and gather the of interview guide, such as that information relating to the proposed in the Annexes section. case, ensuring anonymity and For each situation, it is necessary

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals confidentiality for those from to complete a preliminary review INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

67 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• Notification

• INVESTIGATION

• Assessment

• Intervention

• Monitoring

4. Interview with the family another form of intervention ̈̈If the allegedly bullied or guardians of the allegedly will be assessed. This is due to student so wishes, they will bullying student. the caution that the Assessment be accompanied by their Committee must exercise with If the seriousness of the case friends for the time that is respect to possible homophobic so requires and if consent is deemed appropriate, until their or transphobic bullying that the obtained, contact will be made feelings of defencelessness and student may suffer within their with the family of the bullying suffering subside. family. student. ̈̈Finally, if the allegedly bullied To complete this phase, three student so wishes, they will 5. Interview with the family preventive measures will be put have the monitoring and or guardians of the allegedly in place and maintained until the emotional support of trusted bullied student. completion of the Protocol: teaching staff, who will at all The family or guardians of the times respect their situations ̈̈The teaching staff will allegedly bullied student will and wishes. only be interviewed in the case continue to monitor, in that the student has not shown particular, those potentially at- any reticence regarding the risk places in which situations possibility of interviewing their of homophobic and transphobic family or guardians in their bullying may occur. previous interview; in such a case, EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

68 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• Notification

• Investigation

• ASSESSMENT

• Intervention

• Monitoring

3. Assessment

Once the second phase of In the case that the Assessment the Protocol is completed, Report concludes that there has been no situation of homophobic the Investigation Committee or transphobic bullying at the will analyse the information school, the Protocol may be gathered and will report completed. In this case, there on its conclusions in an is an opportunity to review Assessment Report (see the education community’s identification and awareness template in the Annexes indicators for the correct section), which will be sent use of the Protocol and of its to the school’s Management notification system for possible Team. situations of homophobic or transphobic bullying. In the case that the Assessment Report concludes that there is a case of homophobic or transphobic bullying at the school, the next phase of the Protocol will be commenced. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

69 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• Notification

• Investigation

• Assessment

• INTERVENTION

• Monitoring

4. Intervention

Once the case of ̈̈Measures with teaching staff. powers of the school, it will be Educational measures with the homophobic or transphobic ̈̈Disciplinary measures. necessary to request outside help. students that are involved bullying at the school has Outside agents that may be The Head of Studies and/or the Reporting the situation been confirmed, the Head contacted in the case of child tutor will take the following As mentioned, before reporting vulnerability or serious situations of Studies will put into measures with the person who the situation to the family of of conflict such as acts of has suffered the bullying: practice an intervention the student that is suffering vandalism, physical assaults, ̈̈Students who have suffered plan made up of the the bullying we must take into theft, and so forth: account that, on occasions, homophobic or transphobic following phases: ̈̈Social Services. situations of homophobia and bullying will be offered specific transphobia are also occurring ̈̈Education Inspection Service. tutorials to address the situation. ̈̈Reporting the situation. within the families. For this ̈̈Public Prosecutor for Minors. reason, we must have prior ̈̈Though it is not of vital ̈̈Individual educational ̈̈Police. knowledge of the bullied importance to know the sexual measures: person’s family situation, using ̈̈Municipal Education Areas. orientation of the bullied △△ With students who have the relevant questions from the In the case that the aforemen- person, this information suffered the bullying. Interview Guide mentioned in tioned situations do not apply, may be useful to address △△ With students who have the investigation phase. the situation will be reported to the situation and to have carried out the bullying. In the case that the interview the families that are involved, re- the tools to understand the reasons for which the student △△ With students who have raises suspicions of homophobic questing their collaboration in observed the bullying. and transphobic situations the intervention proposed by the has suffered homophobic or within the bullied person’s school, and the families will be transphobic bullying. In any ̈̈Collective educational family, this situation of child notified of the measures adopted, case, respect for students’ measures. vulnerability may be provided for and, if applicable, of the legal ac- privacy and their right not ̈̈Measures with the families in applicable legislation, and as tions within the competence of to talk about the issue will

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals involved. it goes beyond the resources and the school. prevail. Disrespectful or INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

70 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• Notification

• Investigation

• Assessment

• INTERVENTION

• Monitoring

uncomfortable questions will ̈̈Though it is not desirable and ̈̈In the case that the affected ̈̈Conflict-resolution tools and be avoided at all times. If the only if the level of seriousness person so wishes, the bullying social skills will be offered to victim of the bullying does not of the situation so requires, person or people will be encourage empathy and verbal have a problem talking about the possibility of the bullying requested to make an apology, and physical nonviolence. their sexual orientation: person or people or the bullied either verbally or in writing. ̈̈Though it is not desirable person changing groups may be △△ In the case of heterosexual and depends on the level of considered. The bullied person ̈̈The bullying person or people, specific information seriousness of the situation, the will only change groups under people will participate in the will be offered on the bullying person or people may exceptional circumstances, as performance of tasks related reasons for which they may change groups if they do not this could be interpreted as with improving integration have suffered homophobic change their attitude. punishing the victim. in the school and in specific or transphobic bullying ̈̈The experience should be one activities regarding sexual, (not conforming to The Head of Studies and/or tutor of learning both for the bullied hegemonic gender norms, will take the following measures family and gender-identity person and for the bullying for example). with the person who has carried diversity. person or people. We are in out the bullying: an educational environment △△ In the case of homosexual ̈̈The bullying person or people ̈̈Working in compulsory and have an opportunity to or trans people, specific will perform specific practical specific tutorials to address educate on integration, not to information will be offered work on the consequences of the homophobic or transphobic apportion blame. on sexual diversity and homophobia and transphobia bullying situation: reasons, gender identity. in society and its impact on consequences and seriousness ̈̈In all cases, advice on self- of the situation. Students will the lives of LGBT persons, protection behaviour, be encouraged to empathize as well as on the important assertiveness and support will with the victim in order contributions of this group be offered in order to restore to bring about a change in to the sciences, art and the self-esteem. attitude. achievement of civil rights. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

71 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• Notification

• Investigation

• Assessment

• INTERVENTION

• Monitoring

The Counselling Department a difference: it is worth ̈̈They will perform specific and/or the tutor will take the remembering that according practical work on the following measures with to UNESCO (2013), when consequences of homophobia students who have witnessed students intervene in cases of and transphobia in society the bullying: homophobic or transphobic and its impact on the lives of bullying, their intervention LGBT persons, as well as on the In the case that they have is more effective than that of important contributions of this intervened: an adult person and generally group to the sciences, art and ̈̈This behaviour will be contributes toward the situation the achievement of civil rights. positively reinforced and the dissipating more quickly. ̈̈They will be offered tools Counselling Department/Team ̈̈They will work in compulsory for conflict mediation and will offer them a distinction specific tutorials to address resolution. (see example in the Annexes the homophobic or transphobic section), recognizing their bullying situation: reasons, contribution in the fight consequences and seriousness against homophobia and of the situation. Students will transphobia at their school. be encouraged to empathize In the case that they have not with the victim in order to bring intervened, having had the about a change in attitude. opportunity to do so, or if they ̈̈They will participate in the have passively participated: performance of tasks related ̈̈They will be reminded that in with improving integration homophobic or transphobic in the school and in specific bullying situations, their activities regarding sexual, silence makes them complicit, family and gender-identity

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals but their intervention makes diversity. INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

72 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• Notification

• Investigation

• Assessment

• INTERVENTION

• Monitoring

Educational measures in the in the class and for the whole from the list of psychiatric that could mean the bullied classrooms that are involved education community. disorders, to the legislative person felt exposed to feelings of changes recognizing the embarrassment or humiliation As mentioned, each homophobic ̈̈Openly gay, lesbian, bisexual rights of LGBT people and in front of the rest of the class. and transphobic bullying or trans adults will be invited to the recommendations If these measures are taken with situation is also an educational to the affected classes to reflect of the European Union on personal reference to the bullied opportunity to work on on sexual, family and gender- recognition of freedoms person, this also reinforces the diversity. For this reason, the identity diversity. and legal equality for sexual sense of power and prestige of following collective educational ̈̈The consequences of minorities. the bullying person or people. For measures, listed among the homophobia and transphobia this reason, such an approach ̈̈Special efforts will be made recommendations for the will be addressed, offering must be avoided under all to introduce role models prevention of homophobic and a historical overview of circumstances. relating to the different transphobic bullying in this homophobic and transphobic sexual orientations and Action Guide, will be put into oppression and relating gender identities in the place: them with other social following classes. The life ̈̈Integration Assemblies systems of subordination experiences of these people (created previously following and discrimination (for can be useful in addressing the recommendations of this example, racism, sexism and diversity, homophobia and Guide) will be called to meet xenophobia). transphobia in class and in the classrooms in which the ̈̈Students will be reminded that in identifying cultural affected students are present. homosexuality continues to be stereotypes concerning This meeting will debate and criminalized in some countries sexual orientation. reflect on the integration in the world and reference will It is vitally important to rules, their fulfilment and the be made to the World Health avoid publicly addressing the consequences of not complying Organization’s 1990 resolution specific bullying situation in

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals with them for student relations removing homosexuality the classroom in a manner INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

73 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• Notification

• Investigation

• Assessment

• INTERVENTION

• Monitoring

Measures to take with families Measures to take with the Disciplinary measures of the students involved teaching staff as a whole The Management Team may take The Management Team, the The Management Team will take the disciplinary measures that it Counselling Department/Team the following measures: deems appropriate in accordance or the tutor will communicate with the rules of the school. ̈̈It will inform all teaching with the families that are and nonteaching staff of the involved (only if appropriate) for situation and of the measures purposes of: taken. ̈̈Reporting on the situation ̈̈It will remind them of their and the measures adopted and responsibility to follow the requesting their collaboration recommendations of this Guide to continue to work toward to prevent homophobic and their objectives and reinforce transphobic bullying. their results outside of school hours. ̈̈It will remind them of the ̈̈Offering information and indicators for identifying counselling on how to help possible cases of homophobic their children after they have and transphobic bullying. bullied or been bullied. ̈̈It will inform them of their ̈̈Offering information on role and remind them of outside leaders, institutions their responsibility in the or support that complement monitoring phase of the such information (LGBT Protocol. associations, psychological care services, courses, workshops,

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals programmes, and so forth). INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

74 • Recommendations to prevent • Indicators for identifying • Intervention protocol

• Notification

• Investigation

• Assessment

• Intervention

• MONITORING

5. Monitoring

The final phase of the The Protocol may be concluded Intervention Protocol in cases once these monitoring stages of homophobic and transphobic have been implemented and their bullying consists of monitoring results have been recorded. the case across the whole education community. This duty will be entrusted to the Management Team and to the Counselling Department/Team. Monitoring will consist of the following stages: ̈̈Ensuring compliance with and utilization of the entirety of the measures adopted. ̈̈Evaluating whether the bullying person or people or the bullied person have again become involved in cases of homophobic or transphobic bullying. ̈̈Observing the effects of the application of the Protocol on the affected people and on the whole education community. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals RESOURCES GUIDE

Guide to online and other teaching resources on sexual, family and gender- identity diversity INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

76 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources

This Guide to online educational resources is intended as a useful and practical tool to consult the different teaching materials for classroom work. It includes material for teacher training, awareness-raising materials, games, stories and educational experiences from the implementation of these materials.

The materials contained here are published Having reviewed more than 200 materials, this nationally and internationally in various Guide presents a selection that has been made on the basis of the following criteria: languages (Spanish, English, French, Catalan and Basque). The choice of material ̈̈Of pedagogical interest for teachers. in languages other than official state ̈̈Specifically addressing issues of sexual, family languages is due to their possible use in (including LGBT parent and rainbow family) and/ or gender-identity diversity. bilingual schools and departments and in foreign-language courses. ̈̈Openly accessible for pedagogical use via the Internet. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

77 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources

The contents of this Moreover, we have added some books published Guide are organized into in hard copy in our country that are not available online but that, due to their relevance, we consider two parts: to be of interest. The large number of stories and of children’s and young-learner books that particularly reflect family, sexual or gender-identity diversity In the first part we have emphasized, firstly, materials are not included here. Some of the online resources 1. that are available online according to educational level: we present are repositories with comments on this infant, primary and secondary and postcompulsory. significant production of literary material that can There are then two sections containing materials that be used at all levels of the education system. can be applied transversally across different educational levels: audiovisual materials and some books published The majority of the resources we have located in hard copy. In this regard, we have only included texts have been published since 2000, with a significant that contain specific teaching units and activities for increase in production since 2010. We invite the classroom work, leaving out of the Guide other kinds of teaching community to explore the materials in publications that are academic, investigative, documentary this Guide and to complement them with their own or expository in nature, which can be found listed in the innovations and creativity to fill some of the gaps References Annex. that may be found when analysing the group of resources studied: the protagonists tend to be male and, when talking about family diversity, an LGBT 2. In the second part of this Guide, we offer a series of family tends to be presented as one made up of two shorter factsheets containing other resources that may be of interest for addressing sexual, family and mothers or two fathers and their children, without gender-identity diversity. showing the wide variety that also exists in LGBT families: intergenerationality, interethnicity, single parent, trans parent, and so forth (Larralde, 2014). This guide has been made possible thanks to the collaboration of various public and private organizations that have contributed information on their materials, resources and educational experiences. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

78 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT Selection of resources for Infant Education PRIMARY

Materials aimed at an infant-age audience principally address issues related to gender, body diversity, sexuality and sexual and family diversity, taking into account activities for the development of the three areas of infant education: ̈̈Self-knowledge and personal autonomy. SECONDARY AND AND SECONDARY ̈̈Understanding environments. POSTCOMPULSORY ̈̈Languages: communication and representation.

References AUDIOVISUAL

 Educational levels  Subjects can be used with

Themes Author PAPER-BASED PAPER-BASED   PUBLICATIONS INFANT Spanish Format Country   Catalan EDUCATION

Basque Aimed at Link   OTHER English RESOURCES Type of resource Information French EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals   INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

79 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT Familias de Colores La mochila del arcoíris

 INFANT | PRIMARY 2013  INFANT | PRIMARY Various years Sexual diversity | Family diversity Gender | Trans | Family diversity | Violence | Homo/transphobia | PRIMARY   Sexual diversity | LGBT young people

 Book, 80 pp. and poster  Mercedes Sánchez Sáinz  Blog  Amaya Padilla and David Redondo Teachers and relatives Spain  Authorities, teachers,  Spain  Self-knowledge,  students and relatives Teacher training, teaching  Understanding  material, educational Environments, Teaching material, Transversal and various experience, literature, games, SECONDARY AND AND SECONDARY AND SECONDARY POSTCOMPULSORY   POSTCOMPULSORY Understanding Life teacher training specific subjects awareness-raising material

A practical, simple and easy-to-use teaching material on sexual and On her blog, Amaya Padilla, an infant-school teacher and specialist  family diversity for the infant and primary levels that was produced  in psychopedagogy, offers practical resources and activities for in collaboration with the Federación Estatal de Lesbianas, Gays, working on sexual, family and gender-identity diversity in schools. The Transexuales y Bisexuales (FELGTB) and Comisiones Obreras infant-level resources are classified by age and colour, and each of AUDIOVISUAL (CCOO). It comprises posters and an interactive CD that can be them offers an outline of its application. ordered from [email protected]. Moreover, an interactive guide is available for download, which covers activities that address Particularly worth highlighting are her proposals for working with the themes such as insemination, adoption, sexual diversity and family stories “Arturo y Clementina” and “Rosa Caramelo” by Adela Turín diversity. These activities are divided into the following thematic units: and “¿Hay algo más aburrido que ser una princesa rosa?” (Is there anything duller than a pink princess?) by Raquel Díaz Reguera in the △△ Unit 1: Where do I come from? Origin (insemination, adoption, classroom. She provides examples of comprehensive activities to be and so forth). developed in the classroom for each one of them. PAPER-BASED PAPER-BASED PUBLICATIONS △△ Unit 2: Who is my family? Family diversity. △△ Unit 3: Colours lovers: Sexual diversity.

http://felgtb.com/educacion/FamiliasColores/#/1/ http://www.blog.amayapadilla.com/

OTHER   RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

80 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT Biblioteca de colores Somos como somos: 12 inclusiones, 12 transformaciones  INFANT | PRIMARY Various years  INFANT | PRIMARY 2015 Sexual diversity | Family diversity PRIMARY  Gender | Sexuality | Trans | Family diversity | Violence |  Homo/transphobia | Sexual diversity | LGBT young people  Website  GALEHI Book, 40 pp. Mercedes Sánchez, Melani Teachers, students and Spain   Penna, Belén de la Rosa  relatives   Teachers, relatives and  Spain  Understanding Life, Creative Teaching material, students

SECONDARY AND AND SECONDARY  AND SECONDARY POSTCOMPULSORY and Visual Education, awareness-raising material POSTCOMPULSORY Self-knowledge, Teaching material, stories Language and Literature  and literature Understanding Environments,  and games Understanding Life The objective of Biblioteca de Colores is to demonstrate family  diversity through a list of books, films and other resources that are classified according to the working possibilities that they offer and the  This material published by the trade union Comisiones Obreras diversity that they bring to the classroom. The selection and evaluation features 12 teaching units that cover various diversities, with specific

AUDIOVISUAL of the resources is being continually expanded and developed. This attention paid to body, sex-gender, romantic and family diversity. project has created a database of resources that is aimed at and Each of the teaching units offers a story, creative activities for the accessible to education professionals and, of course, families and the classroom and activity sheets that let students continue working general public. on the themes at home with the people with whom they live. All the objectives have detailed links with those of the official curriculum. PAPER-BASED PAPER-BASED PUBLICATIONS

http://biblioteca-decolores.blogspot.com.es/ http://www.fe.ccoo.es/comunes/recursos/25/2060425-Somos_

OTHER   como_somos__12_inclusiones%2c_12_transformaciones.pdf RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

81 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT Selection of resources for Primary Education PRIMARY

The content developed through these resources means that they have an application in primary education’s core subjects—for example, the Social Sciences, Spanish Language and Literature and, in some cases, First Foreign Language—as well as in specific subjects such as Artistic Education and Social and Civic Values. SECONDARY AND AND SECONDARY POSTCOMPULSORY AUDIOVISUAL References

 Educational levels  Subjects can be used with

Themes Author PAPER-BASED PAPER-BASED   PUBLICATIONS PRIMARY Spanish Format Country   Catalan EDUCATION

Basque Aimed at Link   OTHER English RESOURCES Type of resource Information French EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals   INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

82 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT Diversidades: familiar y afectivo-sexual Éduquer contre l’homophobie dès l’école primaire. Des outils théoriques et pratiques pour avancer  INFANT | PRIMARY Various years PRIMARY Gender | Trans | Family diversity | Violence | Homo/transphobia |  PRIMARY 2013 Sexual diversity | LGBT young people   Gender | Family diversity | Homo/transphobia | Sexual diversity  Blog  Víctor Díez Mazo Teachers, relatives and Spain   SNUipp - FSU students  Book, 195 pp.  Teacher training, teaching SECONDARY AND AND SECONDARY

POSTCOMPULSORY Transversal and various  France  material, educational Teachers  specific subjects experience, literature, games,  awareness-raising material Teaching material, teacher Transversal  training, games, awareness-  raising material Víctor Díez Mazo, a primary-school teacher based in Seville, offers  one of the most comprehensive and regularly updated blogs on AUDIOVISUAL family and sexual diversity in Spain. It contains teaching videos,  France’s Syndicat national unitaire des instituteurs professeurs des documentaries, fiction books, academic studies and teaching guides, écoles et Pegc (SNUipp-FSU) offers this comprehensive guide, as well as access to different counselling services, bookshops, links which provides tools for teaching staff to combat homophobia and to a range of associations that focus on this issue and, finally, a list of transphobia in primary education. It contains a range of teaching other blogs that provide even more materials. activities that have been developed for all school levels, among which “Les contes: stéréotypes et détournements” and “Se construire comme fille ou garçon” are especially worthwhile for French classes. PAPER-BASED PAPER-BASED PUBLICATIONS

http://diversidadafectivosexual.blogspot.com.es/ http://www.snuipp.fr/IMG/pdf/document_ OTHER   telechargeable-2013-30-05.pdf RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

83 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT Educación y diversidad sexual Guía para trabajar la diversidad afectivo-sexual y de género  PRIMARY | SECONDARY | POSTCOMPULSORY 2013  PRIMARY | SECONDARY | POSTCOMPULSORY 2015 Gender | Sexuality | Trans | Family diversity | Violence | PRIMARY  Gender | Sexuality | Trans | Family diversity | Violence | Homo/transphobia | Sexual diversity | LGBT young people  Homo/transphobia | Sexual diversity | LGBT young people

 Book, 113 pp.  INMUJERES - Ovejas Negras  Book, 32 pp.  Steilas

Authorities, Teachers Uruguay Authorities, teachers, Spain  and relatives   relatives and students  Teaching material, Teaching material,

SECONDARY AND AND SECONDARY Transversal Transversal POSTCOMPULSORY   teacher training   teacher training

This complete guide to working on sexual, family and gender-identity This brief but highly comprehensive guide for the whole education  diversity in the educational environment is organized into three  community offers all the basic information required to address sexual, sections. The first of these comprises a theoretical introduction to family and gender-identity diversity in schools: fundamental concepts,

AUDIOVISUAL the specific nature of homophobia and transphobia in schools; the recommendations and tools for the classroom; indicators for second part offers working proposals for all education levels; and recognizing homophobic and transphobic bullying; and a brief guide the third part contains visual support materials and other resources. to how to respond to cases of bullying. It also offers a large and varied The activities proposed stand out owing to their detailed objectives, bibliographic selection and collection of downloadable materials content, materials and implementation times. relating to each of the subjects covered in the guide. PAPER-BASED PAPER-BASED PUBLICATIONS In Spanish:  http://www.steilas.eus/files/2015/05/GUIA-diversidad-sexual-y- genero.-STEILAS-2015.pdf  In Basque: http://www.mides.gub.uy/innovaportal/v/33209/3/innova. http://www.steilas.eus/files/2015/05/Genero-eta-aniztasun- OTHER  front/guia-didactica-educacion-y-diversidad-sexual sexualerako-GIDA.-STEILAS.2015.pdf RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

84 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources

Selection of resources for Secondary and INFANT Postcompulsory

Education and PRIMARY Professional Training The secondary level and postcompulsory education or professional training offer considerably broader possibilities for working with adolescents on issues that are of more direct interest to them, and they open up an interesting assortment of themes in the educational materials for these

age groups: gender, transsexuality, family diversity, sexuality, homophobia AND SECONDARY POSTCOMPULSORY and transphobia, LGBT young people, sexual diversity, violence, bullying, sexual health and coeducation. The resources selected here are aimed at both teacher training and raising awareness across the whole education community. AUDIOVISUAL References

 Educational levels  Subjects can be used with SECONDARY

Themes Author PAPER-BASED PAPER-BASED   PUBLICATIONS AND Spanish Format Country   Catalan POSTCOMPULSORY

Basque Aimed at Link   OTHER English RESOURCES Type of resource Information French EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals   INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

85 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT Diversidad y coeducación Ni ogros ni princesas

 SECONDARY | POSTCOMPULSORY Various years  SECONDARY | POSTCOMPULSORY 2007 Gender | Trans | Family diversity | Violence | Homo/transphobia | Gender | Trans | Family diversity | Violence | Homo/transphobia | PRIMARY  Sexual diversity | LGBT young people  Sexual diversity | LGBT young people  Blog  Kika Fumero  Book, 234 pp.  Various authors  Authorities, teachers,  Spain Authorities, teachers, Spain students and relatives  students and relatives  Teacher training, teaching Transversal and various  Transversal and various  Teaching material, games SECONDARY AND AND SECONDARY  material, awareness-raising  POSTCOMPULSORY specific subjects specific subjects material

This blog provides teaching resources for working on sexual diversity In this highly comprehensive guide on affective-sexual education  and coeducation in the classroom. It is updated with teaching  published by Asturias’s Board of Health and Sanitary Services resources intended for focusing on diversity in the classroom, and (Consejería de Salud y Servicios Sanitarios), there is a wealth suggests ways of developing specific activities to celebrate different of activities for working in the classroom; these are organized AUDIOVISUAL events, for example the International Day of Families (15 May); the specifically for each of the four levels of the Spanish secondary- International Day against Homophobia, Transphobia and Biphobia (17 education system. It includes a theoretical framework, other May); International Women’s Day (8 March); and Lesbian Visibility Day resources, a glossary and an extensive bibliography to complement (26 April). In addition to bringing together and disseminating resources, the information provided. Activities worth highlighting include “No a la it includes teaching materials of its own. The teaching resources are homofobia” (No to homophobia), which tackles the specific violence organized into the following categories: links, images, crafts, printed that homosexuals and transsexuals suffer; “Vamos a ligar” (Let’s flirt), materials, music and videos. It is also possible to select resources using which offers an engaging and entertaining approach to fostering tags. Under primary education, for example, there are more than 60 empathy for sexual diversity; and “Por los buenos tratos” (For proper PAPER-BASED PAPER-BASED PUBLICATIONS activities to develop in the classroom. The activity “Diversidad Familiar – treatment), which questions hegemonic models of masculinity. Fichas Lectura Comprensiva Inglés” (Family Diversity – Comprehensive English Reading Factsheets) is particularly worth highlighting.

http://diversidadycoeducacion.com/ http://www.educandoenigualdad.com/wp-content/ OTHER   uploads/2014/02/guia_no_ogros_ni_princesas1069.pdf RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

86 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT Carol y Guille van a mi instituto Unidades didácticas para el tratamiento de la diversidad afectivo-sexual en el área de Religión Católica  SECONDARY | POSTCOMPULSORY 2007 Gender | Sexuality | Trans | Violence | Homo/transphobia |

PRIMARY SECONDARY | POSTCOMPULSORY 2010  Sexual diversity | LGBT young people   Gender | Sexuality | Trans | Violence | Homo/transphobia |  Books, each 10 pp.  FELGTB - Iván García Sexual diversity | LGBT young people  Teachers, students  Spain  Book, 52 pp.  Benito Aguiar Mateos  Transversal  Teaching material,  Teachers  Spain

SECONDARY AND AND SECONDARY awareness-raising material POSTCOMPULSORY  Religious  Teaching material This material published by FELGTB, COGAM and XEGA, which  is currently in its third edition, comprises two comics, one about This teaching guide produced by the FELGTB contains an initiative Guille and the other about Carol, which offer an engaging and  for bringing together Catholic doctrine and respect for students’ and accessible approach to sexual, family, and gender-identity diversity families’ affective and sexual differences. Through reading, group for adolescents. The different themes are introduced through stories dynamics, films and songs, the guide equips students with tools to be AUDIOVISUAL about these characters, their different experiences and conversations able to critically analyse affective and Catholic realities. involving their friendship groups, the other people at their school, their family and their partners. There is also a teaching guide for working on A total of five teaching units with different initiatives for the secondary these issues at school and a brief section on sexual health. and postcompulsory baccalaureate levels have been developed: △△ Unit 1: God is love. △△ Unit 4: The most Comics: : http://www.felgtb.org/rs/113/d112d6ad-54ec-438b-9358- △△ Unit 2: The human person. disadvantaged people.  4483f9e98868/c76/filename/comic-carol.pdf △△ Unit 5: Affection and PAPER-BASED PAPER-BASED PUBLICATIONS △△ Unit 3: Freedom and http://www.felgtb.org/rs/111/d112d6ad-54ec-438b-9358- conscience. sexuality. 4483f9e98868/30c/filename/comic-guille.pdf

 Teaching guide: http://www.felgtb.org/temas/educacion/documentacion/  http://www.felgtb.org/rs/354/d112d6ad-54ec-438b-9358- secundaria/i/490/448/el-amor-y-el-sexo-no-son-de-un-solo- 4483f9e98868/47d/fd/1/filename/religion-unidadesdidacticas.pdf OTHER

RESOURCES color EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

87 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT Els quaderns de l’Inclou

 SECONDARY | POSTCOMPULSORY Not given Gender | Sexuality | Trans | Violence | Homo/transphobia | PRIMARY  Sexual diversity | LGBT young people  Books, various pp.  Various authors- INCLOU  Authorities and teachers  Spain  Transversal and various  Teacher training, teaching

SECONDARY AND AND SECONDARY specific subjects material, literature, stories POSTCOMPULSORY

This series of resources offered by INCLOU, Gais i lesbianes en  l’educació comprises nine extensive and comprehensive sets of materials for addressing sexual and affective diversity in the educational environment. The series stands out for the organization AUDIOVISUAL of its materials, which are broken down into objectives, methodology for the activities, their framework and an extensive bibliography and filmography for covering the themes of each unit, as well as suggestions for evaluating each activity. PAPER-BASED PAPER-BASED PUBLICATIONS

https://inclou.wordpress.com/els-quaderns-de-linclou/ OTHER  RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

88 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT Selection of audiovisual materials PRIMARY

Audiovisual media are very attractive to generations educated within a culture that offers easy access to narratives adapted to its formats. Their very wide range of run times, their ability to tell stories, their immediate availability on the Internet and their proximity to children and adolescents make videos a powerful resource that can be used as a

vehicle for themes, debates and activities for the classroom. AND SECONDARY POSTCOMPULSORY AUDIOVISUAL References

 Educational levels  Subjects can be used with

Themes Author PAPER-BASED PAPER-BASED   PUBLICATIONS Spanish Format Country   Catalan AUDIOVISUAL

Basque Aimed at Link   OTHER English RESOURCES Type of resource Information French EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals   INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

89 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT El sexo sentido Jóvenes y diversidad sexual: transformando el presente, construyendo el futuro  SECONDARY | POSTCOMPULSORY 2014  SECONDARY | POSTCOMPULSORY 2014 Gender | Trans | Family diversity| Violence | Homo/transphobia | Gender | Sexuality | Trans | Violence | Homo/transphobia | PRIMARY   LGBT young people Sexual diversity | LGBT young people

Audiovisual, 56:42 mins. TVE Audiovisual, 15 mins. Research group “Antropología,     diversidad y convivencia”  Authorities, teachers,  Spain  Authorities, teachers,  Spain students and relatives students and relatives Awareness-raising material Understanding Life, Understanding Life, Awareness-raising material SECONDARY AND AND SECONDARY    POSTCOMPULSORY  Philosophy and Ethics Philosophy and Ethics

This documentary produced by Televisión Española is a collection of This 15-minute documentary brings together the experiences and  the stories and paths taken by young transsexuals and their families  strategies of lesbian, gay, bisexual, transsexual and asexual young through interviews that address, for example, discrimination, a lack people and adolescents who have decided to make themselves of information, the challenges of the education system, hormone visible and stand up for respect for sexual diversity in their different AUDIOVISUAL treatments and the challenge presented by the transsexual journey living environments: education, family, the Internet, friendships, for young trans individuals and their families in contemporary Spain. activism, and so forth. It serves as a useful tool for reflecting on The documentary stands out because it deals with its subject matter equality. through human faces and day-to-day and immediate situations, which are all the richer for the diversity of the ages, cultures and social situations found in the stories told.

PAPER-BASED PAPER-BASED PUBLICATIONS

http://www.rtve.es/alacarta/videos/documentos-tv/documentos- https://youtu.be/SySWkIDw6Vk OTHER  tv-sexo-sentido/2616594/  RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

90 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT Homo Baby Boom: Familias de lesbianas y gays  INFANT | PRIMARY | SECONDARY | POSTCOMPULSORY 2009 (Subtitles in Spanish and English) Gender | Trans | Family diversity | Violence | Homo/transphobia | PRIMARY  Sexual diversity | LGBT young people  Audiovisual, 27 mins.  Anna Boluda - FLG

Authorities, teachers, Spain  students and relatives   Understanding Life,  Teaching material, awareness- SECONDARY AND AND SECONDARY Social Sciences, English raising material POSTCOMPULSORY Philosophy and Ethics

This essential documentary recounts the daily lives of different  LGBT-parent families in Catalunia and Valencia. There is a 27-minute version as well as a shorter, 9-minute version, which is aimed at primary-level students. It is complemented by a teaching guide that AUDIOVISUAL is divided up according to educational levels, in which family diversity and homophobia are tackled. There is also an extensive thematic bibliography available and compilation of useful websites. PAPER-BASED PAPER-BASED PUBLICATIONS Videos:  http://www.annaboluda.com/documentals.html

Teaching guide:  http://www.familieslg.org/familieslgtb/homo-baby-boom-

OTHER teaching-guide-english/ RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

91 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT Selection of paper- based publications PRIMARY

Although each year brings an increase in the number of publications that refer to sexual, family and gender-identity diversity in Spain, there are not many books that offer specific teaching units or activities. The most relevant works have been selected for this section. SECONDARY AND AND SECONDARY POSTCOMPULSORY AUDIOVISUAL References

 Educational levels  Subjects can be used with

Themes Author PAPER-BASED PAPER-BASED   PUBLICATIONS PAPER-BASED Spanish Format Country   Catalan PUBLICATIONS

Basque Aimed at Link   OTHER English RESOURCES Type of resource Information French EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals   INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

92 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT Trans*exualidades: Acompañamiento, Herramientas para combatir factores de salud y recursos educativos el bullying homofóbico  SECONDARY | POSTCOMPULSORY 2014  PRIMARY | SECONDARY | POSTCOMPULSORY 2007

PRIMARY Gender | Trans | Violence | Homo/transphobia | LGBT young people Gender | Trans | Violence | Homo/transphobia | Sexual diversity |   LGBT young people Book, 440 pp. Raquel (Lucas) Platero. Editorial   Bellaterra Book, 223 pp. Raquel Platero and Emilio   Gómez Ceto  Authorities, teachers,  Spain students and relatives  Authorities and teachers  Spain Transversal and various  Teacher training, teaching SECONDARY AND AND SECONDARY  material, awareness-raising POSTCOMPULSORY specific subjects Understanding Life Teacher training, teaching material   material

In Trans*exualidades, Raquel (Lucas) Platero offers an indispensable  Platero and Gómez Ceto offer this resource structured into six contribution to trans issues with regard to intervention. The book  comprises two parts. The first addresses basic issues such as parts and six teaching guides that cover sexuality as a social definitions of transsexuality, intersexuality and different relevant construction, homosexualities and heterosexualities, the school AUDIOVISUAL theories, as well as the legal situation and the conditions of inclusion/ and its environment, LGBT rights and Madrid’s LGBT resources discrimination and of rights for trans individuals. The second part, and social movements. The ultimate objective of the work is to meanwhile, contains tools and resources to formulate educational promote an assortment of tools to combat homophobic bullying interventions. It offers activities, worksheets and other recommended in schools. Each of the theoretical chapters is accompanied by resources such as documentaries, films and literature on the subject. a corresponding teaching guide; these are structured based on objectives, methodology, duration and necessary tools. This material is recommended for beginning to work on these issues in the classroom, and it also provides training on the main issues related to PAPER-BASED PAPER-BASED PUBLICATIONS the problem of homophobic and transphobic bullying in schools.

OTHER RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

93 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT Cómo educar en la diversidad afectiva, Cómo educar en la diversidad afectivo- sexual y personal en Educación Infantil: sexual en los centros escolares Orientaciones Prácticas  SECONDARY | POSTCOMPULSORY 2009 INFANT 2010  Gender | Trans | Family diversity | Violence | Homo/transphobia | PRIMARY   Gender | Sexual diversity Sexual diversity | LGBT young people Book, 189 pp. Mercedes Sánchez Sáinz.  Book, 163 pp.  Mercedes Sánchez Sáinz.   Editorial Catarata Editorial Catarata  Teachers  Spain  Teachers  Spain

Transversal Teacher training, teaching Transversal Teacher training, teaching SECONDARY AND AND SECONDARY   POSTCOMPULSORY   material material

Sánchez Sainz is the editor of this publication that tackles the issues Mercedes Sánchez Sainz is the editor of this publication that offers  of diversity and sexism in the media, stories, toys, schools and social  conceptual foundations for working on sexual diversity, suggestions relations. It includes key concepts for understanding the need for for working towards respect for it in schools and three teaching

AUDIOVISUAL education in affective and sexual diversity from early childhood and guides to address homophobia, family diversity and the issue of suggestions for addressing different diversities at school. gender. It also provides a comprehensive bibliography and review The work is divided into three thematic parts: 1. Family and social of the laws that have had and continue to have an impact on these diversity; 2. Personal, affective and sexual development; and 3. issues in Spain. Absence of sexism in personal development. These are covered through nine teaching units with activities and materials for use in the classroom. PAPER-BASED PAPER-BASED PUBLICATIONS

OTHER RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

94 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT Other selected resources PRIMARY The pages that follow offer a series of factsheets on other useful resources for addressing sexual, family and gender-identity diversity in schools. The selection is organized in accordance with the progression of educational levels and in the following order: online publications; websites, databases and blogs; and finally audiovisual resources. SECONDARY AND AND SECONDARY POSTCOMPULSORY References

Educational levels French VV.AA.:  Various  Themes Spanish authors AUDIOVISUAL  Format Catalan  Aimed at English  Type of resource Basque Subjects can be PAPER-BASED PAPER-BASED

 Italian PUBLICATIONS OTHER used with Portuguese  Author RESOURCES

 Country Polish Link Greek OTHER  RESOURCES Information German EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals  INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

95 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT ONLINE PUBLICATIONS

Parlem de Families: nens i nenes Nicolás tiene dos papás Iris y Lila amb dues mares o dos pares

PRIMARY  INFANT  INFANT | PRIMARY  PRIMARY Family diversity | Sexual diversity Family diversity | Sexual diversity Gender | Family diversity | Homo/transphobia |    Sexual diversity | LGBT young people

 Book, 16 pp.  Chile 2014  Book, 29 pp.  Spain 2008  Book, 30 pp.  Spain 2015

Teaching material Teacher training, teaching material, Story   awareness-raising material  SECONDARY AND AND SECONDARY POSTCOMPULSORY Teachers, students  Students   Teachers, students, relatives Understanding Life Understanding Life, Philosophy  Social Sciences, Understanding Life   and Ethics Roberto Amijo, Leslie Nicholls Teresa Freile and Mònica Timón Ana Mujika Flores  and Ramón Gómez   AUDIOVISUAL http://issuu.com/movilh/docs/nicolas_tiene_dos_ http://www.pandorapsicologia.com/pdf/Palem- Spanish: http://www.aldarte.org/comun/imagenes/  pap__s/1?e=0/9876622  de-families.pdf  documentos/iris-lilaCAST%20baja.pdf Basque: http://www.aldarte.org/comun/imagenes/ This illustrated story is ideal for working on family With this resource, La Associació Pandora offers documentos/iris-lila%20EUSK%20baja.pdf  diversity within infant education. It tells the story of  an educational tool for teachers at the primary Nicolás and his two dads, Sebastián and Pablo. level and at the first stage of secondary education “Iris y Lila” is a story whose protagonists are two Nicolás and his friends share experiences that they for working on family diversity, visibilizing the  young country girls whose love and closeness have in their family environments, and conclude existence of LGBT-parent families and bringing brings them up against all the clichés from PAPER-BASED PAPER-BASED PUBLICATIONS that their families are made up, above all, of love children into a reality that avoids prejudices and traditional tales: young princes, dragons and and respect. stereotypes. It provides a compilation of drawings prejudices about their ability to defend themselves, by boys and girls between the ages of 6 and 12, be independent, take decisions, and so forth. Its along with brief personal accounts of their families. strength lies in its simple telling and in the fact that it

conveys a message that promotes sexual diversity and deals critically with gender norms. OTHER RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

96 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT ONLINE PUBLICATIONS

Diversigualdad: Educar en la Educar en la diversidad Trans* Inclusion Schools Toolkit Diversidad para la Igualdad afectivo-sexual desde la familia

PRIMARY INFANT | PRIMARY INFANT | PRIMARY | SECONDARY | PRIMARY | SECONDARY | POSTCOMPULSORY   POSTCOMPULSORY | TRANSVERSAL  Gender | Family diversity | Homo/transphobia | Gender | Trans | Violence | Homo/transphobia | Gender | Sexuality | Trans | Family diversity | Homo/  Sexual diversity | LGBT young people  LGBT young people  transphobia | Sexual diversity | LGBT young people  Book, 56 pp.  Spain 2014  Book , 50 pp.  Spain 2014  Book, 38 pp.  UK 2013  Teacher training, teaching material  Teacher training, teaching material  Teacher training, teaching material SECONDARY AND AND SECONDARY POSTCOMPULSORY  Teachers, relatives, students  Teachers, relatives  Authorities, teachers, relatives  Understanding Life  Transversal  Transversal Confederación Española de Guedes P., Mª Jesús; Marrero J., María Allsorts Youth Project - Brighton & Hove  Asociaciones de Padres y Madres  Candelaria; Zamora M., Bea  City Council de Alumnos (CEAPA) AUDIOVISUAL http://www.gobiernodecanarias.org/opencmsweb/ Teachers: https://www.ceapa.es/sites/default/files/ http://www.allsortsyouth.org.uk/wp-content/  export/sites/educacion/web/_galerias/  uploads/ficheros/publicacion/manual_monitor_  uploads/2014/02/Trans-Inclusion-Schools- descargas/educar_igualdad/Guia_didactica_ educar_en_la_diversidad_afectivo-sexual_1.pdf Toolkit.pdf Diversigualdad_1.pdf Relatives: https://www.ceapa.es/content/educar-en- la-diversidad-afectivo-sexual-desde-la-familia This collection of tools offers teaching materials Diversigualdad is a teaching guide aimed at  and information for the whole education  teachers working at level 2 of infant education CEAPA offers these guides as tools for teachers, community with the goal of encouraging the and at level 1 of primary education. It features tools  relatives and adults with the objective of raising inclusion of trans individuals in schools. It is worth PAPER-BASED PAPER-BASED PUBLICATIONS to address the respect and empathy towards awareness of the need to approach education highlighting that it offers first-person experiences diversity inherent in human nature. Through stories with respect for equality and diversity and with from young trans people, legal materials, definitions and games it focuses on the following themes: an an opposition to homophobia. This work is worth and specific recommendations on situations that absence of sexism in personal development, family highlighting because it offers teaching staff can occur in educational contexts.

and social diversity and students’ personal, affective resources to address these issues with families and and sexual development. because it introduces concepts with language that is simple and accessible for people who have not

OTHER considered these issues before. RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

97 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT ONLINE PUBLICATIONS

Guía didáctica sobre transexualidad Programa Nacional de Educación GLSEN teacher-training resources para jóvenes y adolescentes Sexual Integral and teaching material

PRIMARY SECONDARY | POSTCOMPULSORY INFANT | PRIMARY | SECONDARY | INFANT | PRIMARY | SECONDARY |   POSTCOMPULSORY | TRANSVERSAL  POSTCOMPULSORY | TRANSVERSAL Gender | Sexuality | Trans | Family diversity |  Violence | Homo/transphobia | Sexual diversity | Gender | Sexuality | Trans | Family diversity | Gender | Sexuality | Trans | Family diversity | LGBT young people  Violence | Homo/transphobia | Sexual diversity |  Violence | Homo/transphobia | Sexual diversity | LGBT young people LGBT young people

Book, 32 pp. Spain Not given Books, varies Argentina 2006 Books, varies USA Various       years  Teaching material  Teacher training, teaching material,  Teacher training, teaching material

SECONDARY AND AND SECONDARY literature, games POSTCOMPULSORY  Teachers, students  Teachers  Authorities, teachers, relatives Various specific subjects  Transversal Various specific subjects   Gay, Lesbian & Straight Education Aniel, Lola Martín, COGAM Programa Nacional de Educación Sexual  Network (GLSEN)   Integral - Ministerio de Educación de la Nación

AUDIOVISUAL http://www.ccoo.es/comunes/recursos/99922/ Developing LGBT - Inclusive Classroom Resources:  http://www.me.gov.ar/me_prog/esi.  doc21156_Guia_didactica_sobre_transexualidad_  http://glsen.org/educate/resources/creating-lgbt- para_jovenes_y_adolescentes.pdf html?mnx=esi&mny=_obj&carpeta=esi inclusive-lessons Ready, Set, Respect!: http://glsen.org/readysetrespect The Programa Nacional de Educación Sexual Integral No name-calling Week: http://glsen.org/ This teaching guide on transsexuality for young  nonamecallingweek/middle-school  people and adolescents offers, through a comic (Comprehensive National Sex Education Programme) complemented with text, the opportunity to follow offered by the Ministerio de Educación de la Nación Argentina (Argentinian Ministry for National Education) Developing LGBT offers best practices, planning the experience of a transsexual girl, as well as key  advice and guided reflection to produce an concepts for understanding transsexuality and the is a wide-ranging and ambitious sexual-education programme. It is based on training, awareness-raising inclusive study plan. It is worth highlighting the PAPER-BASED PAPER-BASED

PUBLICATIONS difference between sex and gender. and teaching materials for the whole education inclusion activities for LGBT themes through community, spanning all the stages of education and mathematics (statistics and probability). Ready, Set, teacher training. It stands out owing to the diversity of Respect! offers advice for teachers and 40 pages its materials (guides, posters, pamphlets and videos) of teaching activities. “The Ins and Outs of Groups” and because of the way it considers each theme in and “Family Roles and Responsibilities” particularly a comprehensive and interrelated way, while also stand out. No name-calling offers interesting offering tools for working on these themes both inside activities to confront and eradicate homophobic OTHER and outside the classroom. and transphobic insults and bullying in schools. RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

98 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources INFANT ONLINE PUBLICATIONS

Combattre l’homophobie, pour une Diversidades en construcción: Schoolmates: Bullying homofóbico école ouverte à la diversité una cuestión de educación en las escuelas

PRIMARY  PRIMARY | SECONDARY | POSTCOMPULSORY  SECONDARY | POSTCOMPULSORY  SECONDARY | POSTCOMPULSORY Gender | Sexuality | Trans | Family diversity | Sexuality | Family diversity | Homo/transphobia | Violence | Homo/transphobia | Sexual diversity |  Violence | Homo/transphobia | Sexual diversity |  Sexual diversity  LGBT young people LGBT young people  Book, 140 pp.  Belgium 2006  Various, varies  Spain 2011  Books, 48 pp.  Italy 2008 Teacher training, teaching material,  Teacher training, teaching material, Teacher training, educational experience,  literature, awareness-raising material awareness-raising material  awareness-raising material SECONDARY AND AND SECONDARY POSTCOMPULSORY  Authorities, teachers  Teachers, students  Authorities, teachers, students Social Sciences, Ethics, Language and History, Social Sciences, French, Ethics Social Sciences, Creative and Visual   Literature and Philosophy  Education, Ethics, Philosophy, Language and Literature  Tanguy Pinxteren, Florence Tamagne  LGTBI Algarabía  VV.AA., Arcigay AUDIOVISUAL http://www.enseignement.be/download.php?do_  Presentation: http://goo.gl/g4PnFq  id=3220 Teaching guide: http://www.gobiernodecanarias.org/ educacion/5/WebDGOIE/docs/11_12/Innovacion/ http://www.observatorioperu.com/2011/  Grupo.%20Bullying%20homofobico.pdf The first part of this guide highlights the relevance Igualdad/GuiaDidactica_Diversidades_en_  and the context of talking about sexual orientation construccion.pdf Schoolmates is a manual that has the objective of and homophobia in schools. The second part This initiative provides, on the one hand, a presentation  providing practical tools, information and ideas to provides insights into sexual orientation and  that brings together the main ideas on: gender and school staff in order to prevent and put a stop to the history of homosexuality, and also into the sexual orientation and their historical presence in bullying. To achieve this, it provides definitions of manifestations of homophobia in young people and different parts of the world; gender identity; family the concepts behind and consequences of bullying PAPER-BASED PAPER-BASED PUBLICATIONS its effects on them. The third part offers classroom diversity; and homophobia and transphobia. At the same and its incidence, real-life cases, frequently asked and school activities. Finally, the book includes an time, it is accompanied by a teaching guide with specific questions, data from surveys carried out in different inventory of resources that allow teachers and activities for working on these issues. The majority of countries and other useful tools for teaching and stakeholders to improve their educational focus on these activities make use of audiovisual material, along nonteaching staff. sexual, family and gender-identity diversity. with group dynamics for debate and reflection. Finally, it includes a questionnaire for students that can help in understanding the extent to which they have learnt and OTHER reflected on the different themes covered. RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

99 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources

WEBSITES AND REPOSITORIES OF TEACHING RESOURCES INFANT

Caring for gender non-conforming ALDARTE documentation centre Colombia diversa young people

PRIMARY | SECONDARY | POSTCOMPULSORY PRIMARY | SECONDARY | POSTCOMPULSORY INFANT | PRIMARY | SECONDARY |    POSTCOMPULSORY | TRANSVERSAL

PRIMARY Gender | Trans | Homo/transphobia | Gender | Sexuality | Trans | Family diversity |  LGBT young people  Violence | Homo/transphobia | Sexual diversity |  Gender | Trans | Family diversity | Violence | LGBT young people Homo/transphobia | Sexual diversity | JLGBT young people

Various Various Website UK 2015 Website Spain Website Colombia     years   years Teaching material Teacher training, teaching material, Teacher training, teaching material,   literature, games, awareness-raising  awareness-raising material material, educational experience Authorities, teachers, relatives, students, Authorities, teachers, relatives and SECONDARY AND AND SECONDARY POSTCOMPULSORY  medical professionals  students  Authorities, teachers, relatives, students Social Sciences, Understanding Life, Transversal  English, Philosophy and Ethics Social Sciences, Understanding Life,   Philosophy and Ethics VV.AA. NHS Human Services   Foundation - GIRES  ALDARTE

AUDIOVISUAL http://colombiadiversa.org/colombiadiversa/  index.php  http://www.nlmscontent.nesc.nhs.uk/sabp/gv/  http://www.aldarte.org/cas/site/documentos.asp  Colombia Diversa’s website contains a range of To address the training of teachers and health The ALDARTE documentation centre offers a reports and audiovisual and teaching materials  professionals, this site offers three modules that  multitude of materials that cover a diverse range of for working on sexual, family and gender-identity focus on gender variants. The first of these offers themes related to sexual, family and gender-identity diversity, both in schools and within family, legal and an introduction to gender variants in young people diversity, including education, training, reports, institutional environments. Its highlights include the and adolescents. The second offers resources and so forth. Its organization into educational animated short film “¿Dónde está la diferencia?”

PAPER-BASED PAPER-BASED (Where is the difference?) and a documentary PUBLICATIONS to create a supportive atmosphere in families levels, target-population groups and themes is and schools. The final module offers a critical noteworthy. version that brings together the experiences of perspective on medical interventions among the LGBT people and their families, including their day- trans population. The site notably includes games to-day lives, family memories, the moment when they shared their sexual orientation with their family and videos as part of the three modules, which make the training offered an enjoyable, profound and challenges that lie ahead for them. and dynamic experience. OTHER RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

100 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources

WEBSITES AND REPOSITORIES OF TEACHING RESOURCES INFANT

Diversidad afectivo-sexual Educatolerancia Associació FLG teaching resources y educación

INFANT | PRIMARY | SECONDARY INFANT | PRIMARY | SECONDARY | INFANT | PRIMARY | SECONDARY |   POSTCOMPULSORY  POSTCOMPULSORY | TRANSVERSAL Gender | Sexuality | Trans | Family diversity | PRIMARY  Violence | Homo/transphobia | Sexual diversity | Gender | Sexuality | Trans | Family diversity | Gender | Trans | Family diversity | Violence | LGBT young people  Violence | Homo/transphobia | Sexual diversity |  Homo/transphobia | Sexual diversity | LGBT LGBT young people young people

Various Various Website Spain 2015 Website Spain Website Spain     years   years Teacher training, teaching material, Teacher training, teaching material, Teacher training, teaching material,  educational experience, literature,  awareness-raising material  awareness-raising material awareness-raising material

SECONDARY AND AND SECONDARY Authorities, teachers Teachers, relatives, students POSTCOMPULSORY    Teachers Social Sciences, Understanding Life, Understanding Life, Creative and Visual Social Sciences, Ethics, Philosophy,  Creative and Visual Education, Ethics,  Education, Ethics, Philosophy, Language  Language and Literature Language and Literature, Religión and Literature  VV.AA., Movimiento contra la intolerancia  VV.AA., COGAM  VV.AA. AUDIOVISUAL http://www.educatolerancia.com/index. http://www.cogam.es/secciones/educacion/ http://www.familieslg.org/familieslgtb/category/  php?option=com_content&view=section&layout=bl  documentos-educativos  bibliografia/recsursos-didactics/ og&id=54&Itemid=63 COGAM has made a collection of informational This collection of educational materials for families, This educational portal of the Movimiento contra  documents on sexual diversity and education  teachers and other education professionals  la Intolerancia (Movement against Intolerance) available to the education community. It includes includes bibliographical references with a short offers a large quantity of educational resources teaching materials, talks, information on prevention explanation of the content of the materials and on sexual, family and gender-identity diversity and of homophobic bullying in schools, a bibliography, a the age they are aimed at, interactive materials, PAPER-BASED PAPER-BASED PUBLICATIONS on cyberbullying for teachers. It includes stories, filmography, stories and research. table-top games, multimedia games and games for manuals, guides and audiovisual material for working on diversity online. addressing these subjects with students of all ages.

OTHER RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

101 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources

WEBSITES AND REPOSITORIES OF TEACHING RESOURCES INFANT

Centro de documentación Yo soy tú de Educación de la FELGTB

SECONDARY | POSTCOMPULSORY INFANT | PRIMARY | SECONDARY |   POSTCOMPULSORY | TRANSVERSAL

PRIMARY Violence | Homo/transphobia | Sexual diversity |  LGBT young people Gender | Sexuality | Trans | Family diversity |  Violence | Homo/transphobia | Sexual diversity | LGBT young people

Various Website Spain 2015 Website Spain     years  Teaching material, awareness-raising Teacher training, teaching material, material, competition  educational experience, literature, awareness-raising material

SECONDARY AND AND SECONDARY Students POSTCOMPULSORY   Authorities, teachers, relatives and  Transversal students Transversal and various subjects Ministerio de Sanidad, Servicios Sociales   e Igualdad  VV.AA. AUDIOVISUAL http://www.felgtb.org/temas/educacion/ http://yosoytudiversidad.es/   documentacion

The YoSoyTú (I’m you) campaign is based on music, The website of the Federación estatal de lesbianas,  video and photography contests to promote equal  gays, transexuales y bisexuales (FELGTB) offers a treatment for people of different sexes, racial or large selection of resources of all different kinds ethnic backgrounds, religions, ideologies, sexual in its Education section. Teaching materials for all orientation, ages, abilities and any other personal educational levels, videos, research, educational-

PAPER-BASED PAPER-BASED or social condition or circumstances. Its website intervention programmes, guides and manuals are PUBLICATIONS features definitions of concepts such as bullying just some of the possibilities offered by this space and discrimination, images and videos from the that continues to draw each month on resources campaign, teaching resources and useful links. produced in Spain and at an international level.

OTHER RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

102 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources

AUDIOVISUAL RESOURCES INFANT

Experiencias de implementación del Diverdiferencias: por una escuela Programa Nacional de Educación Stand up / Levántate para tod@s Sexual Integral (Argentina)

INFANT | PRIMARY | SECONDARY | POSTCOMPULSORY INFANT | PRIMARY | SECONDARY SECONDARY | POSTCOMPULSORY PRIMARY    Gender | Sexuality | Trans | Family diversity | Gender | Trans | Violence | Homo/transphobia | Violence | Homo/transphobia | Sexual diversity |  Violence | Homo/transphobia | Sexual diversity |  Sexual diversity | LGBT young people  LGBT young people LGBT young people

Audiovisual, 10-20 mins. Argentina 2011 Audiovisual, 12 mins. Chile, 2012 Audiovisual, 4:24 mins. Irlanda 2011     Colombia,   Educational experience Teaching material, Perú Awareness-raising material   awareness-raising  material, story

SECONDARY AND AND SECONDARY Authorities, teachers Students POSTCOMPULSORY   Students  Transversal  Transversal Understanding Life, English, Philosophy   and Ethics Ministerio de Educación de la Nación Ideas sin Género (Chile), Colombia  Argentina  Diversa, Instituto de Género (Perú)  Anna Rodgers and Aoife Kelleher

Initial level: https://youtu.be/dcogbSHxLM8 AUDIOVISUAL  Subtitles in Spanish: https://youtu.be/dOu3YZWeVYI Secondary and baccalaureate level: https://youtu.be/ https://vimeo.com/31411619  pE30jWpI84M  Special educationl: https://youtu.be/j9QOPrl1ZdI This short film of almost five minutes’ duration This 12-minute animated video produced as part   provides an excellent opportunity to work on the These worthwhile videos of between 10 and 20 of the Homofobia en la escuela de los Andes role that can be played by students who witness  minutes’ duration bring together the experiences (Homophobia in schools in the Andes) project homophobic bullying in helping to eradicate it. In of teachers and students in the implementation proposes to address equality based on differences this story we see the impact of reacting against of Argentina’s Programa Nacional de Educación —all differences— but especially on those of sexual homophobic bullying, acting in support of sexual orientation and gender identity. Divided into brief

PAPER-BASED PAPER-BASED Sexual Integral (Comprehensive National Sex diversity and avoiding become an accomplice by PUBLICATIONS Education Programme), which covers issues related chapters, it tells the story of two boys and two girls staying silent. to sexual, family and gender-identity diversity, who experience and reflect on the consequences of discrimination and human rights. These videos are being different in a homogenous world. It also offers particularly recommended for the purposes of teaching materials for use in class. These can be reflection, resolving uncertainties and overcoming requested via [email protected] fears and resistance exhibited by teachers when addressing these issues in the classroom. OTHER RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

103 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources

AUDIOVISUAL RESOURCES INFANT

Diversidad y convivencia Vestidos en el aula Vestido nuevo en los centros educativos  PRIMARY | SECONDARY | POSTCOMPULSORY  PRIMARY | SECONDARY | POSTCOMPULSORY  PRIMARY | SECONDARY | POSTCOMPULSORY Gender | Sexuality | Trans | Family diversity | Gender | Trans | Family diversity | Violence | Gender | Trans | Violence | Homo/transphobia | PRIMARY  Violence | Homo/transphobia | Sexual diversity |  Homo/transphobia | Sexual diversity |  LGBT young people LGBT young people LGBT young people

Book, audiovisual, Uruguay 2011 Audiovisual, 3 mins. Spain 2013 Audiovisual, 14:41 mins. Spain 2006  100 pp. /24:29 mins.       Awareness-raising material, research Awareness-raising material  Teaching material results  Authorities, Teachers, Relatives, Students Authorities, teachers, relatives, students Teachers, students   SECONDARY AND AND SECONDARY

POSTCOMPULSORY   Understanding Life, Mathematics, Understanding Life, Philosophy and Ethics  Understanding Life, Philosophy and Ethics Philosophy and Ethics  Sergio Pérez - Escándalo Films Paribanú Freitas de León / Llámale H Research group “Antropología,    diversidad y convivencia”

 Educational guide: http://www.inju.gub.uy/ https://youtu.be/JMakydi0p7o AUDIOVISUAL innovaportal/file/12819/1/vestidos-en-el-aula- https://youtu.be/0dtbHwS94C0  guia-educativa.pdf  Video: https://youtu.be/2wt3_nUxX10  This multiple award winning short tells the story of  This 3-minute animated video presents in a simple Mario, a boy who decides to wear a pink dress on Vestidos en el aula is an educational guide and engaging way the principal results of the the day his school celebrates Carnaval. Stemming  that comprises teaching materials and a video research project “Diversidad y convivencia en from this, Mario experiences first hand, and at his for working on affective, sexual and gender- los centros educativos” (Diversity and integration young age, the consequences of transgressing identity diversity in schools. Worth highlighting is in schools). This study analyses the situation gender norms with regards to his teacher, the its “instruction manual” for putting this diversity of LGBT students and LGBT-parent families in school authorities, the other students and his

PAPER-BASED PAPER-BASED schools in Spain, addressing their perceptions relatives. PUBLICATIONS into practice, its legal and theoretical content and its activity guide for tackling this issue in the and experiences and the consequences of classroom. Moreover, each practical chapter homophobia and transphobia. The full results of the includes an “other people’s ideas” section, which research can be found at: http://presentacionidyc. covers other interesting resources for working on blogspot.com

the issue. OTHER RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

104 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources

AUDIOVISUAL RESOURCES INFANT

HollySiz music video “The Light” Right 2 love Igual de diferentes: identidad sexual

 PRIMARY | SECONDARY | POSTCOMPULSORY  SECONDARY | POSTCOMPULSORY  SECONDARY | POSTCOMPULSORY Gender | Trans | Violence | Homo/transphobia | Gender | Trans | Family diversity | Gender | Trans | Family diversity | Violence | PRIMARY  LGBT young people  Homo/transphobia | Sexual diversity  Homo/transphobia | Sexual diversity | LGBT young people

 Audiovisual, 4 mins.  France 2014  Audiovisual, 30 mins.  Spain 2014  Audiovisual, 26 mins.  Argentina Not given  Awareness-raising material  Teacher training, Awareness-raising Teaching material, awareness-raising material  material  Relatives, students  Teachers, relatives, students SECONDARY AND AND SECONDARY Authorities, teachers, relatives, students POSTCOMPULSORY Understanding Life, Languages,  Understanding Life, English, Philosophy   Philosophy and Ethics and Ethics  Transversal  Adaia Teruel - Associació de Families FLG Instituto Nacional contra la HollySiz and Maja Films   Discriminación, la Xenofobia y el Racismo (INADI) - Canal Encuentro AUDIOVISUAL https://youtu.be/01mlZF8DG_0  http://www.familieslg.org/familieslgtb/ http://www.encuentro.gov.ar/sitios/encuentro/  right2love-30-2014-barcelona-flg/  programas/ver?rec_id=117293  This touching music video demonstrates the reality faced by young trans people and people who This documentary introduces seven LGBT-parent This touching video addresses the issue of sexual question gender norms. It confronts homophobia  and trans families from Greece, the Netherlands,  identity through the experience of a young trans and transphobia across their environment Spain, France, Switzerland and Italy, along with their individual in the workshops that INADI organizes (classmates, school staff, their own family and different experiences, their difficulties, their different on sexual diversity and gender identity in Argentine peripheral figures, for example). It offers an emotive legal circumstances, and so on. It reveals a Europe schools. The programme provides a first-hand PAPER-BASED PAPER-BASED PUBLICATIONS illustration of this reality and encourages reflection that is unequal in terms of the legal recognition of presentation of the experience in the educational on the role that each educational actor plays in LGBT families, as well as the struggles that different environment a young trans person, whose relatives the experience of constructing identity, negating families have engaged in and are engaging in to and teachers also contribute. The video records it, invisibilizing it and discriminating against it make the state recognize their parenthoodl. the questions and reactions of students at the

or, conversely, encouraging its expression and workshop organized by INADI. ensuring its full development. OTHER RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHINGTEACHING LEGAL ANNEXES PRACTICES RESOURCESRESOURCES STATUS

105 • Infant • Primary • Secondary and Postcompulsory • Audiovisual • Paper-based publications • Other resources

AUDIOVISUAL RESOURCES INFANT

Diversidad sexual y convivencia: una oportunidad educativa  SECONDARY | POSTCOMPULSORY Gender | Trans | Violence | Homo/transphobia | PRIMARY  Sexual diversity | LGBT young people

 Audiovisual, 18 mins.  Spain 2013 Teacher training, awareness-raising  material, educational experience  Authorities, teachers, relatives SECONDARY AND AND SECONDARY POSTCOMPULSORY  Transversal Research group “Antropología,  diversidad y convivencia”

 https://youtu.be/mPxo-_cRtgg AUDIOVISUAL

This documentary is based on the results of the  research project “Diversidad y convivencia en los centros educativos” (Diversity and integration in schools). Through interviews it brings together teachers’ experiences and best practices for addressing sexual diversity and the presence in schools of lesbian, gay, bisexual and transgender students and of students from LGBT-parent families. PAPER-BASED PAPER-BASED PUBLICATIONS

OTHER RESOURCES EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals LEGAL STATUS

THE LEGAL STATUS of homophobic and transphobic bullying in the nonuniversity Spanish state education system INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGALLEGAL ANNEXES PRACTICES RESOURCES STATUSSTATUS 107

Any regulation that establishes a principle that is opposed to discrimination, violence and bullying constitutes a potential legal resource against homophobic and transphobic bullying in the education system, since it plays a role in protecting students.

This is also the case for any regulations that establish a proactive mandate to defend the free development of students’ personalities in conditions of equality, protection and the absence of violence or pressure of any kind. EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGALLEGAL ANNEXES PRACTICES RESOURCES STATUSSTATUS 108

Regulatory resources

In this regard, there are regulatory On this basis, the courts have recognized is a risk of inactivity prevailing. Educators resources that legally underpin the on many occasions that sexual orientation are not legal specialists, and students are and gender identity are factors that not trained in the law, meaning that when duty to promote equality and the are intrinsic to the free development of a difficult situation arises, the inertia of prohibition of stereotypes that give personality (Supreme Court Judgment social prejudice may outweigh many legal rise to homophobic and transphobic 731/2008, 18 July). The right to freely express judgments and provisions. bullying. Any member of the affection and to one’s own personality is an Even among teachers, there is generally a indissoluble component of the recognition education community has legal certain ignorance regarding the reality of the of an individual’s dignity and, therefore, any resources to demand respect for measure that restricts this free development plurality of situations that gender identity sexual and gender-identity diversity, is discriminatory. encompasses, a confusion in differentiating even though there may not be an sexual orientation and gender identity and a The current Organic Law regulating express statement on the issue. lack of awareness of the resources that are education in Spain, Organic Law 8/2013, necessary to address situations of homophobia of 9 December, on Improving Education and transphobia (Penna, 2012; Pichardo et al., Quality (Ley Orgánica 8/2013 de 9 de 2014). Cultural prejudices against these vital With regard to the fundamental idea diciembre de Mejora de la calidad educativa manifestations become breeding grounds contained in the Spanish Constitution or LOMCE), specifically establishes for situations of exclusion and bullying, that «Spaniards are equal before the law behaviours that attack personal dignity occasionally resulting in the development of and may not in any way be discriminated and originate from or result in, among bullying contexts without there being a clear against on account of birth, race, sex, religion, others, discrimination based on gender, awareness of the bullying. opinion or any other personal or social sexual orientation or sexual identity, as circumstance» (article 14), article 9.2 orders very serious offences (articles 78 and 124.2). For example, for trans students, something «the public authorities to promote conditions However, in the absence of an express as simple as going to their school toilets can ensuring that freedom and equality of mandate or of provisions for staff who are become a nightmare. Without there being individuals and of the groups to which they aware of the scope of their proactive duties, a suggestion of any particular intention belong are real and effective, to remove the the law simply provides the rationale for to bully on the part of students, teachers obstacles preventing or hindering their full a requirement, an appeal or a complaint. or the school, trans people certainly suffer development»; and article 27.2 states that When the scope of their duties is not made reactions amounting to rejection when they «education shall aim at the full development clear to teaching staff and compliance with attempt to do something as private, natural of human personality with due respect for the those duties conflicts with established and necessary as using these facilities in a democratic principles of coexistence and for social prejudices or resistance from other space that is free of intimidation. But neither

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals basic rights and freedoms.» members of the education community, there the majority of regulations in Autonomous INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGALLEGAL ANNEXES PRACTICES RESOURCES STATUSSTATUS 109

Communities nor, of course, (or «sexual identity» in the LOMCE). In Spain’s In this regard, in this section we broaden the national regulations contemplate national education laws, among the many concept of homophobic and transphobic bullying this situation, meaning that principles that are set forth, the objectives of in schools presented in the concepts section, since, students automatically and the education system and the rights of students, from a legal perspective, a complete understanding unquestioningly face pressure there is no declaration that expressly establishes of bullying situations must contemplate the due to the systematic application the right to sexual diversity or that recognizes possibility of secondary victimization1, as well as all of a social stereotype that the free determination of gender identity, and acts of direct, indirect or multiple discrimination or nobody questions. When such this means that for a large proportion of the of discrimination by association2. a situation arises, some schools, education community, these rights do not exist. teachers and students even reject the possibility of a student using A realistic legal approach with respect the facility that corresponds to the foundations of homophobic and 1. Secondary victimization is considered to be the to their stated gender identity, transphobic bullying should consider harm caused to lesbian, gay, bisexual and trans people meaning it is not uncommon various aspects, including: who, being victims of discrimination, bullying or for disciplinary mechanisms retaliation, suffer the additional consequences of poor or or threats (veiled or otherwise) inadequate care on the part of those with administrative ̈̈The origin of the bullying: if it emanates responsibility, health institutions, the police or any other to be called upon if the student from social stereotypes, from homophobic or actor that is involved. attempts to use that facility. This transphobic ideologies or even from the internal 2. There is direct discrimination when a person has been, is not a minor issue: in recent rules and internalized attitudes of the school is or may be treated in a less favourable manner than years, there have been cases of itself and their transmission of potentially another person in an analogous or comparable situation, emergency surgical procedures on the grounds of sexual orientation, gender identity or or genuinely homophobic or transphobic involving trans minors with membership of an LGBT family. stereotypes or ideologies. serious kidney infections due to There is a situation of indirect discrimination when an the practice of retaining urine apparently neutral provision, criterion or practice may cause ̈̈The context of the bullying: if it occurs within a particular disadvantage to people on the grounds of sexual during the hours they spend at the school, in its surroundings or on social orientation, gender identity or membership of an LGBT family. the school. networks involving actors linked to the education Multiple discrimination is understood as occurring in cases Despite a list of well-intentioned community. in which, in addition to the discrimination on the grounds of declarations, national laws sexual orientation, gender identity or membership of an LGBT omit or only make passing ̈̈The identity of the bullying party: individual, family, a person also suffers discrimination on another ground established by European, national or regional legislation. mention of sexual diversity, peer group, organized groups, or if the bullying Finally, discrimination by association occurs when a person and largely ignore the reality is carried out by the school itself or any of its is the object of discrimination as a consequence of their

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals of gender-identity diversity members. relationship with a person, a group or an LGBT family. INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGALLEGAL ANNEXES PRACTICES RESOURCES STATUSSTATUS 110

If we analyse these variables, by the victim. Moreover, the of any form of violence or but in any case, the regulations among others, we see that bullying situation may involve pressure on the grounds are uneven and irregular. The the factors that give rise to factors that imply organized (and of sex, ideology, religion or outlook at this level is therefore homophobic or transphobic potentially criminal) persecution social circumstances. Though complex, because the approaches bullying in our social and may even be carried out by homophobic or transphobic to homophobic or transphobic environment are rarely those who should be protecting bullying is prohibited, on bullying are generally transversal specifically addressed or the bullied person or through the the other hand, the basic and occasionally indirect. expressly contemplated in the corruption of schools’ operating regulations do not question Autonomous Communities governing rules of the Spanish rules, when these rules are its origins or foundations, that have approved a general education system. Though there interpreted in accordance with or the social mechanisms law against discrimination is awareness of the specific social socially established prejudices. that lead to the perpetuation on the grounds of sexual genesis of the various forms In this context, the failure of of social models that give orientation or gender identity, of bullying, as is the case with some Spanish regulations to rise to bullying. Though such as Catalonia, Galicia racist persecution, we do not identify and address the causes national regulations have and Extremadura, have always find a specific approach of homophobia and transphobia formulated a well-intentioned introduced specific regulations to the causes of such bullying or constitutes a factor that seriously mandate not to discriminate applicable to the educational an express mandate to address hinders the prevention of bullying and to eradicate violence, it is environment, which provide a the causes of bullying that may and that requires the good necessary to establish training clear legal mandate in support be socially categorized, which intentions of schools and of the mechanisms that foster the of sexual diversity and the free represents a social problem that various members of the education inclusive acceptance of sexual, determination of gender identity, can be clearly differentiated from community in order to address family and gender-identity superimposing this mandate situations of nondifferentiated the prejudices and harm that may diversity, since the origins of upon the general rules regarding individual bullying. arise. In any event, and as must be potential behaviours involving integration and the general the case, homophobic and transphobic Homophobic or transphobic the Spanish education prevention of bullying in schools. bullying are to be found in bullying involves factors that system does not contain The same occurs, but with a stereotypes and prejudices. turn the potential victims of discriminatory rules that limited scope, with respect to the the bullying into victims who encourage or permit homophobic Regulations in the Autonomous protection of gender identity in . are classified by their degree or transphobic bullying Communities, which are Autonomous Communities that of exposure, the difficulties of The basic laws of the education entrusted with establishing have established regional laws complaining and the existence system do expressly provide education policies, occasionally on transsexuality: Navarre, the of widespread social prejudices for formal equality between make express reference to sexual Basque Country, the Canary

EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals that are often even internalized genders and for the eradication and gender-identity diversity, Islands and Andalusia. INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGALLEGAL ANNEXES PRACTICES RESOURCES STATUSSTATUS 111

In the remaining Autonomous Communities, 1. Those that have approved specific regulatory protection against homophobic or transphobic instruments against discrimination on the bullying depends on the interpretation of general grounds of sexual orientation or gender identity. rules for integration, or on other transversal 2. Those that have simply referred to some of these approaches, as is the case, for example, in La Rioja possible causes of bullying. and Castile-La Mancha. In these Autonomous Communities, when creating rules for defending 3. Those that have made no differentiated young people against violence, concepts that are treatment of or reference to homophobia or to sufficiently broad and inclusive so as to offer transphobia whatsoever, trusting in the good supplementary protection mechanisms may be interpretative judgment of the responsible used. But the ultimate reality is that the majority members of the education community to of Autonomous Communities have not specifically eradicate violence, bullying and intimidation. created rules for this phenomenon, rarely refer to it These responsible members are undoubtedly and occasionally do not even establish regulations left unprotected when the situation gives rise to of their own that vary from the national ones on difficulties. the issue. As has already been mentioned, beyond the existence (or otherwise) of specific regulations, the application of general regulations requires that schools make a commitment to ensure that students are fully protected against homophobic and transphobic bullying. To encourage a panoramic vision with relation to the public policies and regional regulations, we have created a map that divides Spain’s Autonomous Communities into three categories: EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals ANNEXES INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

113 • Download annexes • References

Annex 1

Questionnaire to understand teachers’ experiences and perceptions regarding sexual diversity and This section offers the integration in schools PDF Annex 2

documents to implement Questionnaire to understand students’ experiences and perceptions regarding sexual diversity and the actions recommended integration in schools PDF in the Indicators and Annex 3 Intervention protocol in the case of homophobic Protocol sections of the and transphobic bullying among students PDF Action Guide against Annex 4 Notification document for alleged cases homophobic and of homophobic or transphobic bullying PDF transphobic bullying Annex 5 Guides to interviewing students that are involved in schools, as well as in bullying and their families/legal guardians PDF template documents for Annex 6 Assessment report of the Homophobic and the recognition of gender transphobic bullying investigation commission PDF identity by secondary Annex 7 Document template for requesting recognition schools. of gender identity by the secondary school PDF Annex 8

Template for recognizing gender identity at the secondary school PDF EMBRACING DIVERSITY: EMBRACING of homophobia and transphobia free an education for proposals INTRODUCTION CONCEPTS BEST ACTION GUIDE TEACHING LEGAL ANNEXES PRACTICES RESOURCES STATUS

114 • Download annexes • References

References

̈̈Association canadienne pour l’avancement Administraciones Públicas. Madrid: CIDE, muestra de adolescentes», en Revista des femmes, du sport et de l’activité Ministerio de Educación, Política social y Electrónica Interuniversitaria de Formación physique. Elimination de l’homophobie Deporte. del Profesorado, 5. dans le sport: un atelier a l’intention des organismes de sport (Canada). ̈̈British Council (2010). Inclusion and Diversity  http://www.researchgate.net/ in Education Survey. British Council. publication/28076815_El_bullying_y_su_  http://www.caaws-homophobiainsport. relacin_con_las_actitudes_de_socializacin_ ca/f/pdfs/document_participantes.pdf  http://www.britishcouncil.org/ en_una_muestra_de_adolescentes british_council_-_inclusion_and_diversity_ ̈̈Borrillo, D. (2001). Homofobia. Barcelona: in_education.zip ̈̈Cerezo, F. (2006). «Violencia y victimización Bellaterra. entre escolares. El bullying: estrategias ̈̈Burdge, H.; Snapp, S.; Laub, C.; Russell, S. T. de identificación y elementos para la ̈̈Brighton & Hove City Council´s Standards and Moody, R. (2013). Implementing Lessons intervención a través del test BULL-S», en & Achievement Team and Allsorts Youth that Matter: The Impact of LGBTQ-Inclusive Revista de Investigación Psicoeducativa, 4, Project (2014). Trans* Inclusion Schools Curriculum on Student Safety, Well-Being, 106-114. Toolkit. Reino Unido: Brighton & Hove City and Achievement. San Francisco, CA: Gay- Council. Straight Alliance Network and Tucson, AZ:  http://www.redalyc.org/articulo. Frances McClelland Institute for Children, oa?id=293122821010  http://www.school-portal.co.uk/ Youth, and Families at the University of GroupDownloadFile.asp?GroupId=1244399 Arizona. ̈̈Cerezo, F. (2009). «Bullying: análisis de &ResourceId=4978569 la situación en las aulas españolas», en  http://www.gsanetwork.org/files/aboutus/ International Journal of Psychology and ̈̈Brioso, M.J.; Doncel, D.; Sotos, B.; Vázquez, ImplementingLessons_fullreport.pdf Psychological Therapy, 9, 3, 367-378. E. (2008). Prevención de la violencia y mejora de la convivencia en las escuelas: ̈̈Cerezo, F. (2002). «El bullying y su relación  http://www.ijpsy.com/volumen9/ investigación educativa y actuaciones de las con las actitudes de socialización en una num3/244/bullying-anlisis-de-la-situacin-

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