AN EDUCATION PACK CHALLENGING HOMOPHOBIA AND HOMOPHOBIC BULLYING “The NUT is delighted to endorse this excellent new resource from This education pack has been developed collaboratively with the help and support of many organisations and SRtRC. Homophobia, like SHOW RACISM THE RED CARD individuals. Show Racism the Red Card would like to thank everyone for their valuable contributions. racism, is abhorrent. Linskill Centre, Linskill Terrace, North Shields, Tyne & Wear With these materials, NE30 2AY. Tel: 0191 257 8519. Fax: 0191 257 8541 teachers will be email: [email protected] supported in their work www.theredcard.org to eradicate it.” SHOW RACISM THE RED CARD (SOUTH EAST & EAST) Christine Blower, General Secretary, NUT CONTENTS Bedford REC, 36 Mill Street, Bedford MK40 3HD Tel: 01234 219 481. email: [email protected] 2 CHALLENGING HOMOPHOBIA & 37 CHALLENGING HOMOPHOBIA www.theredcard.org HOMOPHOBIC BULLYING 38 Different Families SHOW RACISM THE RED CARD 2 Film User Guide 40 Escalation of Hate SCOTLAND 2 About this Education Pack 41 Pride The Pentagon Centre, Suite 311, Washington Street, Glasgow G3 8AZ. Tel: 0141 332 8566. email: [email protected] 3 Before you Begin… www.theredcardscotland.org 4 Curriculum Links 42 SUPPORTING YOU IN THE FIGHT 43 Advice for targets and perpetrators of homophobia SHOW RACISM THE RED CARD 6 Some Useful Definitions WALES 44 Top Tips & Guidelines for challenging Room 22, 65 Penarth Road, Grangetown, Cardiff CF10 5DL 8 EXPLORING STEREOTYPES Homophobia Tel: 02920 340 422. email: [email protected] 46 Frequently Asked Questions www.theredcardwales.org 12 EXPLORING HOMOPHOBIA IN SPORT 49 Useful links 13 Homophobia in Football 16 Impact of Homophobia on Sport Some of the activities contained within this education pack require additional resources. KEY These are all available to download from: www.srtrc.org/homophobia-resources 18 EXPERIENCING HOMOPHOBIA 18 The Role of the Media This icon illustrates the relevant parts of the DVD which support and enhance delivery of 21 Barriers the activities within each section. 23 Language MAJOR SPONSORS Look out for the speech bubble to find 28 Exploring Homophobia through drama relevant discussion points 29 Human Rights & Homophobia 31 The Global Picture This pack is filled with a range of engaging activities, indicated by this icon. 32 CELEBRATING AND REMEMBERING 32 Gay Equality This icon illustrates a suggested debate 32 LGB History motion. 35 LGB Contributions

WE ASKED YOUNG PEOPLE WHAT SCHOOLS SHOULD DO TO TRY AND COMBAT HOMOPHOBIA… “I think that as important as it is to have LGBT groups it's also important to acknowledge that being any sexuality doesn't really change who you are so I think it's important to include as many people as we can in raising awareness about LGBT issues because they affect everyone.”

2 1 CHALLENGING HOMOPHOBIA AND HOMOPHOBIC BULLYING

before you begin… ChallENgiNg Creating a safe space for discussion Talking about themes relating to sexual • Respect confidentiality: Everything said in the hOmOphObia aNd orientation requires maturity and compassion for room stays in the room. When sharing others. While the activities in this resource are personal anecdotes, make sure to avoid using intended to increase empathy and broaden real names, don’t disclose any personal hOmOphObiC young people’s perspectives, certain discussions information about anyone else. Carefully may cause prejudices and stereotypes to consider what personal information you surface. In addition, some participants may chose to share. bullyiNg express anger, frustration, discomfort, sadness • Share ‘air time’ : You are encouraged to or have difficulty accepting alternative views. express your ideas and opinions, take it in Film user guide – About this education pack… It is extremely important to dedicate some time turns to contribute, help create a safe space to creating the right environment to keep all where everyone is encouraged and feels How do I use this resource? This resource has been designed to help educators participants and facilitators safe. comfortable to speak, don’t monopolise the effectively challenge homophobia amongst young people discussions. You are not obligated to speak, it Homophobia: Let’s Tackle It across formal and informal educational settings. A useful and necessary way to encourage is fine to ‘pass’. This 17 minute film focuses on issues of homophobia within It contains a wide variety of visual, auditory and kinaesthetic openness, positive behaviour and also to provide sport and features many top sporting personalities. With activities, which unless specified are suitable for learners a safe space for the learners, is to introduce a As you engage in discussions about LGB issues, recognisable faces and footage of sport, this film is a from upper Key Stage 3 through to adult. working contract or ground rules. Work be aware that it may provoke strong feelings for fantastic and engaging way to introduce the topic of Each activity has estimated timings along with a list of collaboratively with the students to develop a some young people due to internalised homophobia to your learners. resources needed and learning outcomes are clearly working agreement that communicates expected prejudices, past experiences or because they We advise that you watch this film in its entirety at the start of highlighted at the beginning of each section. standards of behaviour and interaction and are LGB (or questioning themselves), or have any work you do. All activities can be tailored to meet the individual needs of ensures safety and respect. Try and include family members or friends that are LGB. Carefully the participants. Teachers are encouraged to use their some of the following exemplar ground rules. monitor students’ responses, allow adequate Talking about Homophobia knowledge of the learners, as well as their discretion to make time to debrief and process their feelings and informed choices about the appropriateness of the exercises These five short films consist of excerpts of interviews with Example ground rules: and suggested discussions. provide further support and resources to role models including Hollyoaks actor Kieron Richardson, learners when needed. writer and comedian Rhona Cameron and young people. They Throughout this resource, lesbian, gay and bisexual people • Respect others: You will hear ideas and feature very personal and moving accounts of homophobic will be referred to collectively as LGB people. opinions that may be different or new to you bullying, advice for dealing with it and frank and open Show Racism the Red Card acknowledges and recognises or with which you disagree. As you dialogue about how and why homophobia is prevalent in that many trans people experience discrimination and participate and interact, try to take in new today’s society. These excerpts can be viewed in any order, prejudice. Often these experiences are grouped together with information without judgement and to keep an Caution! all together or separately. They are structured around some LGB issues (LGBT); however, this resource focuses on open mind. Make sure that your words and key themes that are extremely relevant to young people and homophobia rather than transphobia, and discussions and Openly discussing LGB issues, providing a safe each lasts between five and seven minutes. body language reflect a respectful attitude issues specific to trans people are not included. towards others. Learn by listening to others. and supportive environment and showing a To enable young people to identify with, and begin to See page 49 for useful suggested websites for dealing with commitment to tackling homophobia could result consider, homophobia within their own lives and school transphobia and issues around gender identity. • Own your own values: Speak from the ‘I’, ‘I in young people feeling confident to make a environment, we suggest that you utilise this powerful feel’, or in my experience’, avoiding ‘you disclosure. They may want to discuss their collection of stories after screening Homophobia: Aims of the Pack: should’ or ‘you all think that’. If you are going sexual orientation or to share information with Let’s Tackle It. • To educate learners about the causes and consequences to disagree with something, challenge the you regarding friends or family members. opinion or the behaviour, not the person. Extras of homophobia and homophobic bullying Prepare yourself with the necessary information • To increase understanding of issues of diversity and identity about local LGB support groups and services and The DVD also contains added extras that will enable you to • Be open and honest: Ask questions without • To familiarise learners and educators with a range of explore some specific issues further. There is an interview fear of judgement, there is no such thing as a ensure you are able to offer the appropriate information and skills that will enable them to challenge with a primary school head teacher who shares his personal ‘silly’ question, it is important to try and support and guidance, or be able to point them negative stereotypes and homophobia experiences of being a head teacher and a gay man, and understand as much as possible. If you are immediately towards someone who has, or can. explains how he has included LGB issues into his practice. • To encourage respect for the differences between people not confident to ask questions publicly then regardless of sexual orientation There are also extended interviews with some of the role speak to the facilitator privately. (Thank you to GLSEN for input into these guidelines) models who feature in the main films. • To promote involvement as active responsible citizens in an increasingly diverse society

2 3 HOMOPHOBIA - LET’S TACKLE IT CHALLENGING HOMOPHOBIA AND HOMOPHOBIC BULLYING CURRICULUM LINKS

England and Wales Scotland The SRtRC Education pack meets this by: Effective Contributors OFSTED (January 2012) enabling learners to understand their The activities in this resource tie very The activities in this resource tie very With: Inspection is primarily about evaluating how individual pupils benefit environment and community, which will closely to the Citizenship and PHSE closely to the ‘Curriculum for Excellence’ help them develop an understanding of • an enterprising attitude, from their school. It is important to test the school’s response to curriculum in Key Stages 3 and 4. The as demonstrated below: political and societal issues. The activities resilience and self-reliance individual needs by observing how well it helps all pupils to make specific areas are highlighted below. Successful Learners aim to develop learner confidence to And able to: progress and fulfil their potential, especially those whose needs, [Some activities could also be With: debate social, political and historical • communicate in different ways dispositions, aptitudes or circumstances require particularly incorporated into the English, History and issues. and different settings perceptive and expert teaching and, in some cases, additional support; ICT curricula.] • enthusiasm and motivations for learning For example: Homophobia/inequality and • determination to reach high standards bullying is an issue that affects everyone. • work in partnership and in teams this includes lesbian, gay and bisexual pupils. Key Stage 3 PHSE & Citizenship of achievement Learners will have the opportunity to gain • take the initiative and lead Equality must be reflected in all aspects of school life and it must be Developing confidence and responsibility • openness to new thinking and ideas a wider sphere of knowledge to draw • apply critical thinking in new ensured that the principles of equality permeate all elements of school. upon. Knowledge is power and this, by its contexts and making the most of their abilities And able to: 1b very nature, produces more confident • create and develop According to the new OFSTED inspection framework (January 2012), in • use literacy, communication and individuals. order to achieve Outstanding (Grade 1), the school needs to meet the Developing a healthy, safer lifestyle numeracy skills • solve problems 2g following criteria: • use technology for learning Responsible Citizens The SRtRC Education pack meets Developing good relationships and • Behaviour and safety: Outstanding • think creatively and independently With: this by: challenging learners to respecting differences between people think of ways to contribute • Pupils are acutely aware of different forms of bullying and 3a, 3b, 3d, 3j • learn independently and as part of a • respect for others group • commitment to participate responsibly positively as active participants in harassment (that may include cyber-bullying and prejudice based Breadth of opportunities civic society. Learners are • make reasoned evaluations in political, economic, social and bullying related to special educational need, sexual orientation, sex, 4b, 4c, 4g cultural life empowered to channel their race, religion and belief, gender reassignment or disability) and • link and apply different kinds of learning knowledge into positive action, Key Stage 4 PHSE in new situations And able to: which will benefit others in the instrumental in preventing its occurrence. local, national and global Developing confidence and responsibility The SRtRC Education pack meets this by: • develop knowledge and understanding • Overall effectiveness: Outstanding communities. and making the most of their abilities encouraging learners to access and use of the World and Scotland’s place in it For example: Activities in this • The school’s relentless and wide-ranging promotion of the pupils’ 1b, 1d information from various sources, to think • understand different beliefs and Education Pack are fully spiritual, moral, social and cultural development enables pupils and critically about evidence and arguments cultures Developing a healthy, safer lifestyle participatory and encourage open groups of pupils to thrive in a supportive, highly cohesive learning and to determine their own opinions and 2b • make informed choices and decisions dialogue. E.g. having the ideas. Learners will also gain skills of community. Developing good relationships and • evaluate environmental, scientific and opportunity to voice their opinions justifying these in discussion and debate. respecting differences between people technological issues and be heard/ debating and • The school will develop awareness of, and respect towards, For example: learners will gain knowledge 3a, 3c, 3e discussing their peers’ opinions/ diversity in relation to, for example, gender, race, religion and belief, from the DVD presentation and exercises • develop informed, ethical views of setting ground rules and Breadth of opportunities contained within; they are then complex issues culture, sexual orientation and disability. expectations to encourage 4f, 4h encouraged to discuss their ideas, ownership. Experience of this For information about school inspection criteria in Wales, see: thoughts and opinions with the facilitator The SRtRC Education pack meets this Key Stage 4 Citizenship develops skills for life which and peers within the class. through: learning about values, beliefs www.estyn.gov.uk augments progress in lifelong 1 Key Concepts and cultures of societies, whereby For information about school inspection criteria in Scotland, see: Confident Individuals learners will become more willing to learning. 1.1 Democracy and Justice www.hmie.gov.uk With: question intolerance and prejudice and c • self-respect develop respect for other people. The 1.2 Rights and responsibilities pack aims to encourage learners to a,b,c • a sense of physical, mental and participate responsibility in political, emotional well-being 1.3 Identities and diversity: Living together economic, social and cultural life. • secure values and beliefs in the UK For example: The workshops aim to EQUALITY ACT 2010 S149: THE PUBLIC SECTOR EQUALITY DUTY a,b,d • ambition promote a strong message of equality and positively celebrate diversity within A public authority must, in the who share a relevant protected • age 2 Key Processes And able to: society. Learners discuss inequality and its exercise of its functions, have characteristic and persons who • disability • relate to others and manage 2.1 Critical thinking and enquiry effects and are particularly encouraged to due regard to the need to: do not share it. • gender reassignment a themselves think about what they can do as • marriage and civil partnership • pursue a healthy and active lifestyle individuals to stop the perpetration of (a) eliminate discrimination, (c) foster good relations between 2.2 Advocacy and representation • pregnancy and maternity a,b,c • be self-aware prejudiced attitudes within establishments harassment, victimisation and persons who share a relevant and communities. • race 2.3 Taking informed and responsible action • develop and communicate their own any other conduct that is protected characteristic and a beliefs and view of the World prohibited by or under this Act. persons who do not share it. • religion or belief • sex 3 Range and content • live as independently as they can (b) advance equality of There are 9 protected • sexual orientation a, l • assess risk and make informed decisions opportunity between persons characteristics: 4 Curriculum opportunities • achieve success in different areas of a, e activity

4 5 HOMOPHOBIA - LET’S TACKLE IT CHALLENGING HOMOPHOBIA AND HOMOPHOBIC BULLYING

Almost two thirds (65%) of young lesbian, gay and bisexual pupils have Some useful experienced direct bullying Homosexual: A person who is emotionally and The School Report, Stonewall 2006 physically attracted to people of the same sex. This definitions term is rarely used by LGB people to describe themselves because, historically, it has been used What is Homophobia? The coming out process is ongoing rather then a to medicalise or criminalise people. The terms, one off event. This may occur at any point during a lesbian, gay and bisexual are generally preferable. Sexual Orientation: A term that describes a person Homophobia is the name given to a range of person’s life. based on who they are emotionally and physically Internalised Homophobia: Negative feelings about negative attitudes and feelings including ignorance, attracted to, regardless of whether they act on this Gay: When someone is emotionally and physically being LGB. An acceptance of being straight as the prejudice, fear and hatred towards people who attraction. It is inappropriate to use the term attracted to someone of the same sex. Most ‘norm’ can negatively affect the way people see have identified as: Sexual Preference, as sexual orientation is not themselves and lead to physical, emotional and commonly used to describe men, but some women considered a choice. Gay: When a man or woman is emotionally and use this word to describe themselves. mental ill-health. physically attracted to someone of the same sex. Sexuality: Everybody has sexuality. This is a term Gender: The socially constructed roles, Lesbian: A woman who is emotionally and which describes the ways in which people Lesbian: When a woman is emotionally and behaviours, activities and attributes that a given physically attracted to other women. experience themselves as sexual beings and the physically attracted to other women. society considers appropriate for men and women. LGBT: an acronym for lesbian, gay, bisexual and ways in which they express this. Bisexual: When someone is emotionally and Gender Identity: A person’s internal self- transgender. In this resource we will be using the Transgender: An umbrella term used to describe a physically attracted to both men and women. perception of their own gender, regardless of abbreviation LGB, as specific issues surrounding whether or not their body matches that self Trans people are not included within this pack. range of people whose gender identity or gender People who are perceived to be gay, lesbian or perception. expression differs in some way from the bisexual, people who are associated with anybody Out: Being open about one’s sexual orientation. assumptions made about them when they were Gender stereotyping: This refers to the limited gay, lesbian or bisexual, or even just anybody who Being ‘Outed’: When someone else reveals or tells born. Often shortened to trans. gender roles and expectations which are doesn’t fit into strict stereotypical ideas of what a others about your sexual orientation usually against demanded of people because of their sex. Gender Transphobia: The dislike, fear or hatred or targeting boy should be like and what a girl should be like, your will. can also be affected. stereotyping creates and reinforces ideas about of transgender people. what men and women are like and what they Pride: Annual festival and movement to celebrate Transsexual: A term for those who have a deep Homophobia can manifest itself in many ways, but should do. being LGB (see page 41). typical examples include name-calling, bullying, conviction that their gender identity does not match ridicule, exclusion, ostracising people, physical Heterosexism/ Heteronormativity: The assumption Sex: A person’s biological sex includes not only their their appearance or anatomy. This is sometimes violence, sexual violence and, in severe cases, murder. that people are heterosexual. It is these genitals, but also their internal reproductive system, known as Gender Dysphoria and for some, may assumptions that put LGB people in the unique their chromosomes and their secondary sexual involve a process which leads to a permanent Asexuality: A term which, in its broadest sense, is a position of having to ‘come out’ and challenge characteristics such as breasts, facial and body hair, change from the gender they were assigned at lack of sexual attraction to others, or the lack of assumptions. For a more in depth explanation voice and body shape. A person’s biological sex may birth. This process is known as Gender interest in sex. please see Frequently Asked Questions on page 47. not match a person’s gender identity. Reassignment or Transitioning.

Biphobia: The dislike, fear or hatred and targeting Heterosexual (Straight): A person who is of bisexual people. In this resource we will include emotionally and physically attracted to people of WE ASKED YOUNG PEOPLE WHAT SCHOOLS SHOULD DO TO TRY AND COMBAT biphobia within homophobia. the opposite sex. HOMOPHOBIA… Homophobic bullying: When a person’s actual or Bisexual: A person who is emotionally and “[If] sexuality is talked about in a PSHE/Sex Education lesson it would be nice for them to perceived sexual orientation is used to exclude, physically attracted to men and women. break down research into homosexuality (genetics not choice) and look at this issue of de- threaten, hurt, or humiliate them. It can also be humanising LGBT people, and that ultimately we still have feelings and are still human. It more indirect: homophobic language and jokes ‘Coming Out’: Acknowledging to yourself or to would of course be better if this could be talked about at a young age, but I can't faithfully around the school or workplace can create a others that you are lesbian, gay or bisexual. This see this in any foreseeable future.” phrase describes LGB people’s experience of climate of homophobia which indirectly excludes, disclosing their sexual orientation. threatens, hurts or humiliates people.

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Write the word ‘Gay’ on the board Activity: My New Neighbours

If they need prompting, ask: What does the word Adapted from an activity by make you think of? What does the word mean? What Chris Derrington, University of Northampton EXplORiNg do you associate or connect with it the word? Time required: 20-30 minutes Collect the slips of paper in and repeat the exercise with the word ‘Lesbian’ Resources: Printed sets of ‘New Neighbours’ STEREOTypES Read the words out one at a time, starting with all of This is a great activity to introduce the concept of the words associated with gay, and then lesbian, stereotyping and to highlight the connection it has to Activity: Existing Ideas creating a spider diagram or list. Don’t censor the homophobia and other discriminatory treatment. It Homophobia: Let’s Tackle It words; it is important that everyone’s contributions are also allows the participants to recognise that we all Time required: 10 minutes included. Ask the young people not to volunteer have prejudices and stereotypical ideas about Resources: Slips of paper and a whiteboard or information about which words were theirs or to react different groups that are often based on one flipchart or comment on anybody else’s ideas. If possible, keep individual person or experience, or on misinformation the words visible throughout your session(s). and generalisations. This activity is very useful as a baseline assessment Key comments: At the end of your work with the young people and, as for the teacher or facilitator, as it will identify the Get students into small groups and distribute sets of a very effective way of evaluating participants’ young people’s existing prejudices and pre- potential neighbours, (see page 10). Ask them who “People need to become more educated and learning, you should return to the words and facilitate conceived ideas about LGB people. Allowing young they would like to live next door to, getting them to realise that we are not all ‘dressing in pink, a discussion that aims to challenge and disregard any people an opportunity to freely and anonymously work together to decide on a top and bottom choice speaking in a high pitched voice and prancing untruths and misconceptions. express their ideas is extremely important, as young and encourage them to consider reasons behind their around’ we are just men” people will often be resistant to voicing their true Invite the young people to use what they have learnt decisions. Tell young people to go with their instincts Newcastle Panthers feelings about an issue for fear of punishment or and suggest words that need to be reconsidered; and be completely honest, even if they have negative footballer judgement. Provoking them to be honest and question whether they are based on fact and if they reactions towards some of the options. protecting them with anonymity will inform the apply to every single LGB person. Only if they do, can “There are a lot of girls Invite each group to feedback with their choices and facilitator and illustrate a clear picture of what work they remain on the board. If a word is based on who don’t get involved in their reasons; it is sometimes helpful to list some of needs to be done. stereotypes, misinformed ideas, generalisations or sports because they don’t their arguments on the board for reference, for falsehoods it must be crossed out or erased. want to get called dykes (Refer to page 3 for advice and guidance on setting example, “hoody wearers cause trouble”. or queers or lesbians.” up a safe space) This visual demonstration is powerful and really Reveal to the group that actually all of the Martina Navratilova, Hand out two slips of paper to each student. Explain emphasises the message that not all of our ideas and Tennis champion that you are going to write a word on the board and opinions are accurate and correct all of the time. As potential neighbours are the SAME PERSON that they must simply write down the first word or responsible citizens it is imperative that we are aware “Gareth Thomas, the famous rugby player who of the dangers of stereotyping and generalising, that Allow reactions and responses from the group, and has recently come out as gay, he would be the phrase that comes into their head and then fold their provoke discussion and debate using the following piece of paper in half. we treat people as individuals and that we are ready prime example of someone who doesn’t dress to be critical with the information we receive. extension activity. up in pink all the time, hasn’t got a flamboyant Assure the group that, whilst it is important to respect ‘gay’ accent; he’s quite macho and tough.” other people in the room, they can be totally honest Kieron Richardson and open and that nobody will get into trouble for what they write here. Explain that the activity is WE ASKED YOUNG PEOPLE WHAT SCHOOLS SHOULD DO TO TRY AND COMBAT anonymous and that they must work individually. HOMOPHOBIA… Learning outcomes: “I reckon Schools should have previous students talk about their sexuality, someone who the By the end of this section learners will have: students can really relate to” • Considered their existing prejudices towards LGB Caution! “Un-discriminatory sex education, ie; homosexual sex education.” people “Make resources available to staff to use in the classroom - for all ages of student - to tackle • Been introduced to the concept of stereotyping It needs to be made very clear to the group that they this problem.” and recognised the dangers of it must not write down names of people that they know • Reflected on labels placed on themselves and or assume to be LGB. It is extremely irresponsible to explored the complexities of identity disclose information about somebody’s actual or perceived sexual orientation.

8 9 HOMOPHOBIA - LET’S TACKLE IT EXPLORING STEREOTYPES

My New Neighbours What is a Stereotype? Discussion points: – Key points to try and draw out: • Pre-judging A gay man • Was it easy or hard to choose, and why? • Labelling How do you feel about making the • Making assumptions choices? • Grouping people together • How did you choose? What were you A footballer using to help you make a decision? Where • Blaming a whole group for the actions of a did you get your ideas from? few • Are your opinions about these groups • All….are the same based on fact? A tattooed motorbike rider • Doesn’t allow for individuality • What is a stereotype? How is it connected • Not usually based on fact to homophobia? (It is usually a good idea to try and get a loose definition of • Massive generalisations about whole groups stereotype up on the board.) of people A student who has lots of friends • What are the dangers of judging people • Usually negative or have negative based on one or two pieces of information consequences about them, or before we have even met them? A Christian who attends church • Explore stereotypes and emphasise that Extension Activity: Ask the young people to consider we must never judge, because and list all of the labels placed upon them, how many stereotypes do not allow for any individual different sides of their character can they think of? characteristics. Can we really generalise A teenage parent How many different ‘groups’ do they belong to? about an entire group of people just E.g. woman, school pupil, sister, Hollyoaks fan etc... because they have one thing in common? Ask them to reflect on how they would feel if they Do we really know which of the options were judged based on just one of these? Is it fair to would be a good or bad neighbour? Someone with a learning difficulty be defined by one element of who we are? Are they the same as every other person who shares the same characteristic? Could they describe A hoody wearer themselves properly using just a couple of words? A vegetarian To sum it up... Every human is a unique individual, with many varied and complex elements to our identity. Labelling someone and applying stereotypes to them is extremely unfair as it doesn’t allow that person to truly be who they are, but confines them and often misjudges their potential and abilities. A black person It isn’t fair for society to choose which label or aspect of someone’s identity matters the most and to judge their whole being based on which groups they belong to. It’s impossible to define a person by their sexual orientation/sex/skin colour/profession etc, because within a group of people who share a characteristic, for example LGB people, there is a massive amount of diversity and each person A guitarist in a band deserves to be treated as an individual and not subject to the prejudice of others.

10 11 EXPLORING HOMOPHOBIA IN SPORT

HOMOPHOBIA IN FOOTBALL The allegations of sexual assault were unfounded and the case against Justin was dropped because of a lack of evidence. Whilst there have been a number of professional EXplORiNg women players in Europe and the USA who are Whilst the decline of this powerful centre forward openly LGB, at the time of writing this resource, there was not caused solely by homophobia, there is no has only ever been one professional male footballer doubt that the pressures and prejudices he faced as who has ‘come out’ as being gay in the UK. a gay black man in professional football contributed hOmOphObia significantly to his untimely and tragic death. Justin’s Story “Justin Fashanu forced the world of football to acknowledge that you can love men, whilst at the iN SpORT same time be a world-class footballer. His bravery has created inroads for our community in the football Learning outcomes: world and has inspired a generation of gay and Homophobia: Let’s Tackle It bisexual men, who now believe that we, too, can be By the end of this section learners will have: part of the beautiful game.” • Considered the role professional sport and high ‘Homophobia – Let’s Tackle It’ is a film that explores Jason Hall, Founding Director, profile people have on society’s attitudes to how prevalent homophobia is within sport, and the The Justin Campaign homophobia impact it has on leading sports stars and their supporters. This chapter aims to consider some of • Explored reasons why there are no ‘out’ gay the barriers LGB people face in participation in sport professional footballers and also to consider what could be done to make • Understood some of the barriers faced by LGB professional sport a safer and more welcoming people in participating in sports place for all people. • Taken action against homophobia in sport

lot of different people out there with different kinds of views about you…I couldn’t care less Key comments: about someone’s opinion that’s negative.” THE JUSTIN CAMPAIGN was founded to demonstrate that ten years after Justin Anton Hysen, Swedish footballer “I’ve been chanted at in games since coming out, Fashanu’s tragic suicide in 1998, in rugby league, and it’s not nice: I’m human, so “He [Steve Davies, England Cricketer] would homophobia is still hugely prevalent in both it hurts.” have probably been dreading the grassroots and professional football. day where he’s got to get it out in Justin Fashanu was Britain’s first million pound black Gareth Thomas, Rugby player Along with raising awareness the campaign the open, get it into the press… footballer, a striking centre forward playing for, has a strong focus on Art, Events, Education “Well, there are current gay [professional] we all gave him an unbelievable amongst others, Norwich City and England Under- and Football. Through these four key players – there’s no doubt about it. But, the amount of support and said 21’s. initiatives and some forward thinking reason they haven’t come out is because the ‘look, you are the way you are He publicly ‘came out’ to the world in 1990 by telling strategic work with other inclusive sporting environment within football isn’t one where you and there is absolutely nothing his story to the Sun Newspaper. Huge media interest organisations, The Justin Campaign seeks could say that they could safely come out and be wrong with that.’” and negative reactions followed, including from his to challenge the stereotypes and treated as they should be treated, in a positive Graham Onions, England own brother who disowned him and was quoted as misconceptions that exist around LGB & T way.” cricketer calling him an ‘outcast’. (Lesbian, Gay, Bisexual & Trans) people and Leroy Rosenior, ex-professional footballer “When I came out onto the court some After speculation and accusations of sexual assault, work towards a future where the visibility of “Reactions have been mainly positive; it’s like people clapped, some didn’t clap at all, and some Justin was found hanged in a disused garage in LGB & T people in football is both accepted 90% positive. All I’ve heard from family and jeered or booed or whistled. I knew it wasn’t London. In his suicide note it read: and celebrated. friends and all around the country is just really because they didn’t like my tennis.” “I realised that I had already been presumed guilty. I To get involved and for more information positive to be honest. This whole thing about Martina Navratilova, Ex Tennis champion visit www.thejustincampaign.com concerns and stuff, there’s always going to be a do not want to give any more embarrassment to my friends and family."

12 13 HOMOPHOBIA - LET’S TACKLE IT EXPLORING HOMOPHOBIA IN SPORT

you got them on their own and sat them down Discussion points: Key comments: with a football player and sat them in front, they would never dream of speaking in that manner. “It [homophobic chanting] has gone up if How do we educate people to think that way? To see people on the football field as people, rather • Does the group think that homophobia anything. Football seems to now be comfortable then as just somebody who’s 100 yards away and contributed to Justin’s suicide? If so with anti-gay chants and abuse and not racism. I think I can shout at them and they are not going how? One seems to have been replaced by the other.” to be offended by it. I think that is the question Mike, Chelsea supporter, 28 • How would it have felt to have your own isn’t it? How do we educate people on the brother/sister call you an ‘outcast’? “Sometimes in the terraces there’s a terraces to make them think of the Football v Homophobia people on the field as human beings • Why are there no ‘out’ gay professional crowd or gang mentality and you’ll find people saying things because other that have feelings?” footballers? On Feburary 19th 2010, The Justin Campaign people round them are saying that. If Craig Levein, Scotland manager launched Football V Homophobia – an international • Would things be different today if initiative opposing homophobia in football. someone were to ‘come out’? They Say: • What would reactions be from managers/players/supporters/the media “We want football to take a clear stand against PRIDE SPORTS if a professional footballer admitted to homophobia so that everyone can enjoy the beautiful Discussion points: being gay? game and so that football leads the way in removing Pride Sports is an organisation discrimination and prejudice based on gender identity • Do the young people agree that homophobic chants set up specifically to encourage • What would the young people say to and sexual orientation” have replaced racism? and support LGBT people’s Justin if they could speak to him now? participation in sports. What about if they could give him a bit Encourage young people to organise an event for • Which are taken more seriously in the media, and in the of advice when he first ‘came out’? Football V Homophobia day at school or in the stadiums? Should there be a difference? Their aims include: community. • Do you think people may feel more able • Are there other situations or circumstances where a • To tackle homophobia in sport to be open about their sexual Activity: Get young people to compose and ‘gang mentality’ or peer pressure contributes to and promote the inclusion of orientation in other sports? Why? send a letter to their favourite sports club homophobia? LGBT people in national sports explaining why it is so important to tackle strategy and delivery in the UK • How can we break down the • Do you agree that most fans who shout homophobic homophobia in sport and suggesting stereotypes that may be preventing abuse would not say those things directly to players? • To increase opportunities for actions they could take, for example getting people from feeling able to be participation in sport by LGBT involved in Football vs Homophobia. • Why do fans on the terraces feel more confident and themselves within professional football? young people, promoting sport willing to be abusive? What are the factors of ‘gang as an attractive lifestyle mentality’ that lead supporters to behave differently? alternative to the commercial • Can the young people relate this concept to other areas gay scene of life? What about other types of anti-social behaviour? • To ensure all projects and What are the dynamics of being part of a group? activities are inclusive of all sections of the LGBT • Craig Levein mentions the distance between the 98% of young gay people Less than a quarter (23%) of young gay supporters and the targets of abuse; is this significant? community and target need hear the phrases ‘that’s so people have been told that homophobic Consider cyber bullying; is it easier to abuse someone where it is greatest who you can’t see? Do cyber bullies feel protected by Visit their website to find out how gay’ or ‘you’re so gay’ in bullying is wrong in their school. In schools this sense of anonymity? What can be done to they can support you or how you school, and over four fifths that have said homophobic bullying is challenge this? can get involved: hear such comments often or wrong, gay young people are 60% more • How do we educate people on the terraces to make www.pridesports.org likely not to have been bullied them think of the people on the field as human beings frequently that have feelings? The School Report, Stonewall 2006 The School Report, Stonewall 2006 • How can we resist peer pressure?

15 14 HOMOPHOBIA - LET’S TACKLE IT EXPLORING HOMOPHOBIA IN SPORT

See page 19 for some great discussion and activities Discussion points: looking at role models. Many young LGB people may Key comments: not feel sport is an area where they would be allowed • Consider the quote from the young to succeed if they can’t see people like themselves lesbian student on the previous page; represented at the highest level. Homophobia in “If I found out that one of my players was Gay sport needs to be tackled and the world of I would throw him off the team” did the school handle the situation well? How could they have dealt with professional sport needs to be more welcoming as Luiz Felipe Scolari, it better? Was it fair that she should be there is a huge amount of wasted potential. Many football manager excluded from all PE lessons? What young LGB people we spoke to described horrific (speaking in 2002) effect do you think this had on the experiences of discrimination and homophobia during student involved? school PE lessons and having these negative “Well straight away I would say to you I experiences of sport at a young age can prevent support him fully because I’m here as a Note: Pupils may express some young people from feeling safe or able to engage fully football manager, and if he’s one of our players negativity at this point, or agree that with sport, even if they have a genuine love or talent. in our squad he’s here to play football. I would LGB students shouldn’t be allowed to see it as part of life, and I would hope the use the same changing rooms. This Divide young people into two groups, with players alongside him, my staff, and more IMPACT OF HOMOPHOBIA needs to be challenged effectively, as one arguing for and one against, debate the importantly the ON SPORT it is definitely homophobic to deny LGB following motion: supporters and club, we students the opportunity to participate would get behind our in PE. Provoke further comment using “It is understandable that there appears to be player” the quote below: more homophobia in football compared to Chris Powell, “I’m not about to go and hit on you just other sports and professions like music and Charlton Manager Key comments: the arts. It is just part of the atmosphere and (speaking in 2011) because you are a woman. That’s the worst comment you actually get; ’oh should be accepted as ‘banter’ and not taken “Homophobia doesn’t hurt just the gay right, you’re gay, so do you fancy them athletes, it hurts the straight athletes because too seriously” [that person]? Do you want them [that there are a lot of girls that I know about..that person]?’ It’s like, ok, I’m gay, I’m not a don’t get involved in sports because they don’t raging sex addict.” want to get called dykes or queers or lesbians or whatever, because people are assuming… Young lesbian student To sum it up... Discussion points: girls don’t get involved in sports because they As with society at large, homophobia exists don’t want to get called that – even the • How does homophobia impact on • Compare the two quotes from football straight girls, never mind the gay girls. So, sport? Do the young people agree with within the world of sport. Often what we see managers above. homophobia hurts everybody across the Martina’s thoughts? What experiences happening in high profile sports is a reflection board and that’s what people don’t realise.” do they have of homophobia within of attitudes and behaviours in society. It is • How do the young people feel about the Martina Navratilova, Ex Tennis champion sport? How can this be challenged? different approaches? extremely important that every effort is made “There was a time when I was doing PE • How can we make sport a safer and to make all sports and activities fully inclusive • Would Luiz Felipe Scolari really throw a where I had to stop doing PE for four years at more inclusive place for LGB people, and safe for LGB people and to consistently player off the team? Could he do this? school because there was one time I went to supporters, managers etc? How would the player be protected from challenge homophobia wherever and however get changed and I left my stuff and went to go this treatment? • Does a lack of high profile LGB sports it occurs. Role models and people in the to the toilet and when I came back my stuff stars have anything to do with a lack of public eye should take their responsibility • If they were a football manager what was all ripped and burned and stuff, so I had LGB involvement in sport? would they do to support a gay player? to go get changed somewhere else. I told the seriously and take opportunities to send out teacher and all they said was ‘right well you’ll • There are a number of LGB football positive messages of inclusion and equality. • If managers like Chris Powell are so stop doing PE, you can go to the library and do teams and leagues, what do the group Authorities, governing bodies, teachers and supportive, why have no players come whatever you want’ I felt as though I was think about this? Why is it necessary? coaches should also capacitate themselves to out as gay in professional football? missing out because I used to love PE, before What are the positives and negatives be able to effectively tackle any homophobia What responsibilities do football anything like that happened.” about having LGB or ‘gay • they see or hear. managers have towards their players? Young lesbian student friendly’ sports teams?

16 17 EXPERIENCING HOMOPHOBIA

Activity: LGB representation in the Media ROLE MODELS

Time required: 15 minutes “I want to be the gay role EXpERiENCiNg Resources: Old magazines and newspapers or model I never had” access to the internet Gareth Thomas, Rugby Player In small groups, ask young people to make a list of hOmOphObia everyone they can think of from TV and film who are For people from minority LGB. This could be real people who are in the public groups, the way in which people from their Talking about homophobia: Learning outcomes: eye from the world of sport, music or entertainment, group are depicted in the mainstream media has Section 1: Experiences of homophobia or characters from TV programmes or films. They a huge impact on levels of both self esteem and By the end of this section learners will have: Section 2: What can you do? could start with the famous LGB people featured in social inclusion. • begun to critically evaluate language and the our ‘Homophobia: Let’s Tackle It’ and ‘Talking about Whilst making ‘Homophobia: Let’s Tackle It’ and Homophobia can be experienced in many different power words can have Homophobia’ films. Then, using magazines, ‘Talking about Homophobia’, SRtRC spoke to lots ways. This section contains activities which will • learnt appropriate and inappropriate terminology newspapers and the internet, ask them to collect of role models from sport and from TV, but not help learners understand the numerous and varied relating to sexual orientation images of these people. everyone featured on the film is LGB. ways in which homophobia can manifest itself and • explored the role of the media, considered the how it can impact on the target. It will also allow influence it has on our perceptions of the world Use the following questions to provoke some time and space to reflect on our own role in around us and been encouraged to think more discussion around LGB figures in the perpetuating homophobia through an acceptance of critically Discussion points: media and the importance of role models: stereotypes and the continued use of prejudicial • recognised some of the barriers that LGB may face • Is it important for people to have role models? terminology. and built empathy • Was it easy or hard to find people? • What makes a person a good role model? • used drama to explore practical solutions for • Who are your role models and why do you dealing with homophobia • Are there any areas where LGB people are look up to them? more or less represented? • understood the relationship between homophobia Why might this be? • If you found out your role models were LGB Key comments: and human rights and have increased awareness would this affect how you think about them? about our responsibilities as global citizens • Do the famous out LGB people tend to have • If you are straight can you relate to LGB role anything in common? “It was often daily and I did For a very powerful and moving account of the impact models in the same way as straight role live in dread of the abuse in of homophobia, read Mel Brown’s case study • Are there more out gay men then lesbians models? the corridors, the names, available here www.srtrc.org/homophobia-resources in the public eye? Why might this be? • If you are LGB can you relate to straight role my back getting chalked on, • How many fit the stereotype of LGB people? models in the same way as LGB role models? spat on in the class, fear of • Do you think it is important for LGB people to walking around…” THE ROLE OF MEDIA • Why are there no out LGB footballers? (refer to pages 12-17 for more on this have LGB role models? Rhona Cameron Some of the activities here are adapted from debate) • Are there enough LGB role models in the ‘Rewriting History’, a resource developed by the media? “I felt like I was being destroyed” Terrence Higgins Trust • How might these people or characters • If you are straight would you watch a Young gay student influence people’s opinions and The media is instrumental in shaping how we think. perceptions of LGB people? programme where most of the characters “My partner and I were just walking on the sea When LGB figures in the media are largely stereotypical were LGB? Why? • front and two guys, didn’t say a thing, just or negative, it is likely that mainstream opinion on LGB For the characters from soaps or films, was • Do you think LGB people may feel the same punched us, kicked us and left us lying there” people will also be stereotypical or negative. the storyline centred around them being about programmes where most of the LGB? Are there ever characters who are Gay man Over the years, progress has been made and LGB characters are straight? simply LGB but this is not the sole focus of people are more visible in TV and film and generally their scenes and plotlines? Have any of the “There was one guy …who gave me a hard time LGB issues have been represented more positively. Look at the quote above, why do you think soaps tried to address homophobia? and deep down it would get me really upset and However, stereotypical characters and over the top Gareth Thomas didn’t have a role model to look I’d hate to go to those lessons. I was strong portrayals mean that many people still hold very • Are there any story lines in soaps which up to? By being open about his sexual headed but when I was at home I used to think narrow, one dimensional, superficial ideas about LGB have characters that challenge the orientation and publicly addressing about it and it would upset me… It was tough” people. This inaccurate and over simplified stereotypes of LGB people? homophobia, what impact might he have on Kieron Richardson generalised perception contributes significantly to other young LGB people? homophobic attitudes.

18 19 HOMOPHOBIA - LET’S TACKLE IT EXPERIENCING HOMOPHOBIA

Activity: Lights..Camera..Action! Activity: Life is Tough Enough Hand out character cards and give participants a moment to familiarise themselves with their role, ask Time required: 45 mins – 1 hour (Adapted from MESMAC’s them to keep their role secret until you ask them to Resources: Pen and paper, space to Anti-Homophobia Toolkit: Fairer Futures) reveal it, ensure everyone fully understands perform, filming equipment if available This activity illustrates how aspects of someone’s everything on their card. identity can affect their everyday life choices and Ask all young people to stand up and line up across opportunities. It will also allow participants to the room, explain that you are going to ask them consider some of the prejudice and barriers many Note some questions and, in character, if they can answer LGB people face in society. This activity could tie in with the English or Media yes to the question, they take a step forward; if they Studies curriculum. Time Required: 30-45 minutes answer no they take a step back; if they are unsure they can remain where they are. Encourage them to Resources: Character cards, facilitator notes and Tell the pupils that they are to become writers and consider things they have seen, heard and questions directors, either in groups or individually. Their experienced to help them decide on their response. challenge is to come up with a synopsis for a short To sum it up... Explain to the group that each member is going to be Download the questions here: film or drama that challenges LGB stereotypes, given a character card which will have a description www.srtrc.org/homophobia-resources ‘normalises’ being LGB and raises awareness of the The media is an extremely powerful tool - of a person on it. This may include sex, sexual Once you have completed the questions ask young dangers of homophobia. Encourage them to carefully television, radio, newspapers, the internet, orientation, ethnicity and other information. For the people in turn to reveal their character. Invite them to consider the characters, the context, the music and magazines and advertising have the capacity duration of this activity they are going to pretend to observe people’s positions; who is in front of them, the style. Once they have a brief idea, ask them to be this person. to educate, inform, include and challenge who is behind? Who has taken the most steps write a script for a short scene. If time allows, they forward? Who is at the very back? could either perform it for the class or use filming millions of individuals. Young people may need to be encouraged to use their equipment to actually produce film extracts. For many LGB people, the media provides imagination as the character card they are given may Whilst participants are still in position, draw some be very different from the person who they actually Encourage them to be as creative as they can, but to their first images of LGB sexuality – it can comparisons. For example, where is the single are. Reinforce that they are simply in role for the straight man in his 30s, compared to the single gay consider what messages they are giving their provide positive role models, and can help audience: it is important that they aim to produce purpose of the activity. man in his 30’s? Where is the single lesbian with them realise they are not alone. However, the something anti-homophobic. children, compared to the single straight woman with media can also be damaging to LGB people, children? Get young people to take one last look at If you have students in Key Stage 4 + there are a reinforcing stereotypes and perpetuating where everybody is in relation to each other and then number of useful activities exploring how sex and Note homophobic views. return to their seats. LGB sex is portrayed on television and considering It is vital that a safe space (refer to page 3) has been how this is connected to homophobia. These also The media has a responsibility to ensure that created before you deliver this activity. It could be Collect the character cards in and explain to encourage critical thinking in relation to the role TV LGB people are visible, portrayed realistically difficult and upsetting for anyone who is LGB, everyone that they are no longer in role as their companies and broadcasters have in breaking down and discussed sensitively. As viewers, we all questioning, or who has friends and family who are character but that they are themselves again, use the prejudices and proactively challenging the discussion points overleaf and the facilitator notes need to remain critical and aware of how the LGB. Sensitivity needs to be employed and support homophobic attitudes that are prevalent in society. must be made available to any participants who may downloadable here www.srtrc.org/homophobia- media is shaping our perceptions and constantly Find all of the ‘Sex on TV' resources on our website feel affected by any of the issues raised. resources to facilitate a group discussion to help www.srtrc.org/homophobia-resources question our assumptions and prejudices. With Download the character cards here: inform and reinforce the learning. the profit motive in mind, let’s remember that the www.srtrc.org/homophobia-resources media will always opt for characters and Schools need to consider ways in coverage that is going to attract the most viewers or sell the most papers, so consider that WE ASKED YOUNG PEOPLE TO SHARE THEIR EXPERIENCES OF HOMOPHOBIA… which sexual orientation can be we may only be seeing part of the picture. Also, “People say something followed by ‘but you know I'm kidding’. Like that makes it ok.” integrated into the curriculum in with unregulated social networking playing such a positive and constructive way, a huge role in people’s lives, it’s important to “I get a lot of people who judge me when I'm walking in the street holding hands with my which enables both heterosexual acknowledge that our opinions about LGB girlfriend. It makes me feel insecure. And I'm not an insecure person.” and gay pupils to understand and people could be easily manipulated and based “They treat me like I am a different species carrying a disease.” respect difference and diversity. on very little fact. The School Report, Stonewall 2006

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LANGUAGE Encourage them to consider a time when others have To sum it up... used a word which: Discussion points: Talking about Homophobia: • made them feel good about themselves People can experience prejudice and Section 4: Using the word ‘gay’ • made them feel less good about themselves discrimination differently depending on who • How did you feel in role as your Write up the following phrase on the board: they are; sometimes the discriminatory character? ‘Sticks and stones can break my bones, but treatment isn’t always obvious and can have • Was it easy or hard to make the Key comments: words can never hurt me’ decisions? What were you basing your lasting implications on the targets. Consider the answers on? complete injustice of being treated differently Discuss this with the group; ask them to raise their “When I was at school I got called a lemon all hands if they think that this sentence is true. Make a or having extra challenges in life, simply • How do you feel about your position in the the time and I didn’t understand what that note of the number of hands. room compared to others? because of something that is part of you, meant, or just lezzy or stuff like that, queer” In their pairs, ask them to discuss a particular time when • Why do you think people ended up in something that you cannot change, for example, Rhona Cameron they have been insulted or called a name. Whilst they different places? your skin colour, your sex or your sexual “You’re hearing that and you’re hearing it only need to discuss things that they are comfortable • Would you have rather had a different orientation. constantly used in a negative way, you are with, encourage them to consider the following: character card? Who? And why? going to think there is something wrong with • What happened? me and there’s something bad about me” • Do you think this a reflection on real life? • Why were they insulting you? In what ways is society unequal? What Male student • Was the name or insult based on a real were the characteristics that caused “You hear it every day just being shouted ‘difference’? people to have to take steps backwards? around and if you’re bad at football or prefer to • How did you feel at them time? How did you react? • Did anyone have more then one aspect of do something else instead of football, a different • What do you think may have motivated the person their identity that could be a barrier? sport, you’re gay for that, or if you have a or people who insulted you? • Where did the LGB characters end up? different dress sense than everyone else…” How do you feel about this, were you Male student Whilst still in their pairs, ask them to remember a time aware that being LGB could affect your when they have insulted others. What kinds of words life in this way? have they used? Why have they called other people names? What types of things do people get picked on • How do you feel about the fact that your Word Power – ‘Sticks and for? identity could play a part in the life stones can break my bones…’ chances or choices that you have? As a whole group, see if the pupils can identify general categories for common insults. Make a list of • Knowing that these possible negative Time required: 15 minutes these on the board, for example, the way someone reactions or barriers may exist, what looks, their abilities or things they find difficult, their impact do you think it has on LGB people sexual orientation, their skin colour, being coming out and being open about their fashionable or unfashionable, their sex, not sexuality? N.B: conforming to expectations etc. • What could be done to make it easier for Remember your safe space! See page 2 everybody, no matter who they are, to Activities adapted from ‘LGBT History Month 2006,’ an take steps forward rather then back? Discuss: educational resource by Amnesty International. This section aims to support you in an exploration of • Which aspect of ‘difference’ attracts the most language, correct and incorrect use of terminology insults? and the power that words can have, not only to an • What messages do these common insults give Pupils who go to schools where teachers respond to homophobic incidents are individual, but also to society. about what is ‘normal’ and ‘acceptable’? more than three times as likely to feel that their school is an accepting, Language shapes the way we think, the way we • Where might these ideas come from? perceive ourselves, others and the world around us. tolerant place where they feel welcome. Highlight the fact that all of the categories are about The School Report, Stonewall 2006 Ask young people to get into pairs with someone who differences between people and that if someone is they feel comfortable working with and to list the perceived to be different from the majority then they positive and negative ways in which words can be used. can often be targeted.

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Activity: Freedom of speech? Over a period of at least a week, students are to keep Discussion points: their own diaries and record any words, phrases and Time Required: 15 minutes conversations that they hear or encounter about Seven out of ten pupils who Resources: Space for pupils to stand, list of sexuality. They should include the situation, the experience homophobic bullying • What is freedom of speech? Where do statements printed below. apparent intention of the speaker and the context in state that this impacts on their we draw the line between allowing which the words were used. All the information Explain to the group that across the front of the room freedom of speech and preventing hate should remain anonymous, but the approximate age school work. is a continuum where one side represents ‘Strongly speech? and occupation could be included. The record should The School Report, Stonewall 2006 Agree’ and the opposite side represents ‘Strongly aim to be accurate, so notes should be made as soon • Should we consider other people when Disagree’. You are going to read out some of the we are expressing our opinions? after the conversation as possible. statements below and the pupils need to position themselves somewhere along the continuum, in order • Are we entitled to have our own opinions, At the end of the week, students should pool their to illustrate how they feel about the statement. even if having them could harm others? data and analyse it. What do their results reveal? For this activity to be successful, it is very important • What could we do to ensure that o • What words and phrases were most commonly that students feel safe. Ensure that time has been spent If you think it is appropriate, encourage debate and ur choice of language and the wa used? creating a non judgemental, supportive environment ask for the explanations and justifications behind y we voice our opinions reduces potential for harm? and students are assured that they can be completely their decisions. • Were the words used about a person, or about a honest and open. [See page 2 for clear guidelines thing or an abstract idea? > People should be allowed to say anything they about the creation of a safe space for discussion.] want to say. • How were the words used? Activity: Language Survey a) Positively, to praise or celebrate something? Divide students into four groups and allocate each > There are some words that are so offensive that with a large sheet of paper, a marker pen and a b) Neutrally without placing any value? they should never be used. Time Required: 10 minutes for set up, category: straight man, straight woman, gay/bisexual 1 week to carry out survey, 30 minutes debrief. c) Negatively, aiming to hurt, embarrass or man, gay/bisexual woman. > It is ok for someone to use an offensive word to demonise someone or something? describe themselves. Resources: Small notebooks for each learner Their task is to discuss and write down as many • What was the probable intention of the speaker? words or phrases that they can think of both positive > It is ok to say something offensive in private but In this activity, students investigate the power of Does it matter? and negative, used to describe their category. They words by carrying out their own research and not in public. • How did people react? can write down anything that they have heard, read, critically evaluating language that is used in seen or used themselves. Assure the students that > It is better to get hateful words and opinions connection to sexual orientation. This helps to build The findings from this survey will feed well into the even if the words are sexual or offensive they should spoken out so they can be known and challenged. on their understanding of how hurtful words can be next activity. include them. Don’t challenge the students about and focuses attention on how language can anything you feel is inappropriate, as it is very > People are entitled to their own opinions. contribute significantly to homophobia. important for the purpose of the exercise. Activity: What’s in a word? > It is equally as damaging if a woman tells a sexist If you have carried out the language survey on page joke or a black person tells a racist joke or a gay Time Required: 30 minutes 24 these findings can be used as a starting point to person tells a homophobic joke. Resources: Large paper, marker pens, facilitator inform this exercise. > Calling someone a name is ok if it is meant as a notes on language (see page 26) and useful If groups seem to be running out of ideas, swap lists joke and is between friends, for example calling definitions from pages 6 & 7. with another group and ask them to think of any my gay friend a puff because he is fine about it. Adapted from MESMAC’s Anti-Homophobia Toolkit: additions. Fairer Futures continued overleaf…

Over half of lesbian and gay pupils don’t feel able to be WE ASKED YOUNG PEOPLE TO SHARE THEIR EXPERIENCES OF HOMOPHOBIA… “I've been called all sorts of names, I've been given detentions for kissing my girlfriend when themselves at school. Thirty five there are so many straight couples who kiss all the time and NEVER get told off. Teachers have % of gay pupils do not feel safe coughed and stared when they walk past my girlfriend and me, it's awful. I hate it.” or accepted at school. The School Report, Stonewall 2006

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Re-form as one group and ask for a volunteer from > Lesbian and bisexual women. Ask the group to each group to share their lists. Expect giggling and pick out the positive words from the list. Often embarrassment, but encourage them to share all of there will not be any. Typically the majority of the words they came up with. Once they have been words will be sexualised or negative and aim to That’s So Gay... To sum it up... read out, display the lists where everyone can see make fun of lesbians and bisexual women; some That’s so gay section Words do have a tremendous power; they them. may suggest that lesbians actually want to be men. influence our perceptions of others; they Is this true? It will be interesting to note if any “That’s so gay, ….those trainers are so gay, Take each category in turn, and question: family roles appeared, like mother or grandmother. contribute hugely to negative stereotypes, …. this lesson is gay…” • Are they mostly positive or negative words? People often fail to recognise that lesbians and homophobia, and other forms of bullying. • Why is this? bisexual women can be mothers or have children, Ask the young people if this sounds familiar? Participants shouldn’t be criticised for knowing or • What does this say about how these groups are as sometimes they can be seen as separate from The word ‘gay’ is often used to describe suggesting words during these activities, as the the accepted idea of ‘family’ in society. something bad or rubbish, or is used to insult perceived in society? words that exist in connection to sexual somebody, regardless of their sexuality. • How many words are connected to sex? orientation reflect the messages that we are given > Gay and bisexual men. How many of these words • What are the implications of using these words? Read the definition of gay on page xx What by society. Being called names or being are connected to having sex? Typically the majority does it mean? ‘Someone who is emotionally • How does the use of these words contribute to will be sexual, negative and crude; many will allude and physically attracted to someone of the described in a way that makes someone feel stereotyping? to a very stereotypical way of behaving, for same sex’. So…can trainers be gay? Can an uncomfortable can have a lasting impact on the example being effeminate or extravagant. exam be gay? Think about it, it doesn’t make targeted individuals. Words can, in fact, hurt us in It is very important to properly evaluate the words. Worryingly, there can also be connections made any sense! lots of different ways; many would agree they can Facilitate a discussion around the significance of the between being gay and paedophilia: question why labels attached to sexual orientation and the impact this is and where it may have come from. Are there When the word gay is used in a negative way hurt more than sticks and stones. If we are they can have using the following detailed notes: any family words mentioned here? Obviously gay it is contributing to homophobia. Being gay is subjected to insults or name calling over a period and bisexual men can be fathers, brothers, uncles not wrong, or bad, or negative and using the of time, it can even influence the way we see word in this way is unacceptable and is and sons just like anybody else. It is important to ourselves. FACILITATOR NOTES causing a lot of harm. Remember that what acknowledge that whilst the word gay is Continuing to use inappropriate language, appropriate when describing people, it is wrong to you actually mean when you say it isn’t > Heterosexual/straight men. The list is usually use it any time we think something is bad, see the necessarily what other people hear when regardless of the context or our intention, can positive, containing words that men may like to be text box on page 27 for more on this. they hear it; you could be upsetting and perpetuate damaging and inaccurate stereotypes described as. Words that are sexualised are often offending people even if it isn’t your intention. about LGB people and will allow homophobia to perceived to be positive, for example a ‘stud’ may Whilst reading out the lists of words from the For people who are gay, think they might be continue and flourish. It is through understanding be revered by friends as it suggests he is popular appropriate language activity many participants may gay, or who have loved ones who are gay, and good at attracting women. In society, and valuing differences in people that we become have found it embarrassing and awkward, hearing this can be frightening, difficult and heterosexual men are viewed positively in the more accepting. Whilst as humans we all have the particularly to have to say them out loud. This is upsetting. majority of situations, even when sexualised. because, ultimately, we recognise that they are human right to freedom of speech, we also have If you think something is bad or rubbish, then crude, offensive words which are not acceptable and the responsibility to ensure that we consider how say it is bad or rubbish! > Heterosexual/straight women. Typically family are used as weapons to hurt other humans. Imagine we communicate with each other and recognise words will appear like mother and sister. It is an See page 6 for a list of useful definitions and a if these words were being used against you, your the potential harm we can cause, simply by the accepted fact that straight women can be mothers mother, your brother or your friend? It is important to guide to appropriate terminology words we choose to use. and grandmothers. There may be words that seem humanise the dehumanised. LGB people are people ok, or even affectionate, like ‘bird’ or ‘pet’, however and many of us will have somebody who we care these can be offensive and can be seen as being about who is LGB. sexist. Usually the sexualised words for women are negative and have negative connotations, like ‘slag’ WE ASKED YOUNG PEOPLE TO SHARE THEIR EXPERIENCES OF HOMOPHOBIA… or ‘slut’. Whilst words alluding to a person being “How can it not be right to watch what we “I was gay bashed at school…” sexually active may be seen as positive when say and avoid offence, or to address people attached to heterosexual/straight men, the opposite “When I was at High School I was not fully aware of my sexuality. I knew that I felt different is usually true when they are used to describe and describe them in terms they find from my other classmates. To keep the finger being pointed at me I would turn attention to women. It is apparent that straight women are acceptable? If education is not the place to others by making jokes and name calling. Once I came out at 23 I realized the damage I had generally viewed positively in a family context, but observe and reflect upon language, I am not done to others and was ashamed. I now stand up for other LGBT persons.” can also be described in ways which could belittle sure where it could be done” them or confirm gender inequality, or imply a negative judgement, with regards to sexual activity. (Chris Gaines, 2005)

26 27 HOMOPHOBIA - LET’S TACKLE IT EXPERIENCING HOMOPHOBIA

Activity: Real Life Scenarios – exploring homophobia through drama “I was once threatened by a friend’s brother over an instant message that he would beat Some hints and tips: Time required: 30 minutes – 1 hour me to death on the streets if he saw me, or • A ‘tableau’ (Sometimes called a ‘freeze frame’) is a still image Resources needed: Space for drama work, real life torch my house whilst I’m sleeping in it. He where the participants invent postures also told me not to go down to a local event as and body shapes and position themselv scenarios, costume and props if available. es in relation to each other. They show a ‘photograph’ where he worked there and if he saw me he would there is no movement or dialogue. The following quotes from young LGB people can be get his friends to help him.” • Students can create two or three tableaux used as starting points for drama work, tableaux, or, if that begin to tell a story. This could be a use stone towards creating short scenes, or b ful stepping the group are willing, role plays. ringing the tableaux ‘to life’. • A ‘role-play’ is where participants put th Whilst young people should be allowed to express “Someone found out about my sexuality and emselves in someone else’s shoes in order to try and spread it round school. Everyone knows and understand the emotions associated with a particular issue or situation. Role play is usua themselves freely during any drama work, it is improvised scenes. lly short important to try and encourage them that the aim of looks at me and threatens me and no one the activity is to explore practical ways to deal with helps. They push me in corridors and teachers • Try a technique called ‘thought tracking ’ where, with a tap on the shoulder, the actors say a word or homophobia, rather then focusing on the conflict. have seen, but they act as if they haven’t seen sentence to describe how they are feeling, or they can be questioned in role. anything. People say ‘errrgh don’t touch the • If students are confident enough, you could It can be very effective to utilise basic forum theatre Dyke/Lezzy’ and I am very upset.” try a technique called ‘hot seating’, where a questioned by the other members about his character is techniques, where audience members are invited to or her background, behaviour, motivation and feelings. stop the action and either advise and direct This would work well with perpetrators, targets, and bystanders. characters of ways to resolve the oppression, or to “I felt like I was being destroyed by everyone actually take on the role of one of the characters to because I was being singled out in school, steer it towards a positive resolution. called names, the friends that I had when I Ensure young people are kept safe during this activity, came out – they all just left to protect HUMAN RIGHTS AND and make it clear that pupils are acting and playing the themselves – I felt betrayed by everyone and part of characters. It can be useful to provide props or hurt.” Discussion points: HOMOPHOBIA costumes to illustrate this. Allow pupils to use This section includes activities taken from Amnesty homophobic or abusive language whilst in role, but • Ask participants to consider the different “I have a best friend who is gay, and as I live International’s resource ‘LGBT History Month 2006’. clearly state that it is inappropriate in any other context. people involved in the different examples in a small town when he came to visit and we of homophobia, i.e. target, perpetrator, Always provide opportunities for young people to went to the local pub its like people didn’t What are Human Rights? teachers/adults, bystanders, onlookers discuss and reflect on the experience as themselves, know how to deal with it and called him etc. What role does each of them play in Human Rights are things that are essential to living to make it clear they have come out of role. names.” the escalation/resolution of the conflict? life as human beings; they are basic standards (Scenarios taken from The School Report, Stonewall, without which people cannot survive and develop in 2006 and SRtRC’s consultation with young people) • How did it feel playing the target of dignity. They are considered to be the foundation for “You hear it every day in school… you hear it homophobia? freedom, justice and peace. being shouted around and if you’re bad at • What are some of the ways homophobic The Universal Declaration of Human Rights (UDHR), “When I was at High School I was not fully football or prefer to do something else instead abuse can affect people? aware of my sexuality. I knew that I felt of football, a different sport, you are gay for which contains 30 Articles, was drawn up in 1948 to different from my other classmates. To keep the that, or if you have a different dress sense than • How did it feel playing the perpetrator of ensure we can all have dignity and that all human finger being pointed at me I would turn everyone else you know, it’s just another way homophobic abuse? beings are able to fully develop and have a sense of attention to others by making jokes and name to single people out, it’s just another insult to • What were the main issues raised during worth and value. calling. Once I came out at 23 I realised the call them.” the drama work? Leaders of the United Nations got together to devise damage I had done to others and was ashamed. • Were there any actions or behaviour that the UDHR and, to date, 144 countries have signed up. I now stand up for other LGBT persons.” escalated the conflict? Encourage them The UDHR is NOT legally binding but a large number “At my high school, anyone who was in the to consider subtle and overt ways. of laws and legal documents are based on it. Many least bit not heterosexual was for the most countries have cited it in their basic laws and • Ask young people to list some of the most “I told the librarian about the homophobia, she part treated as an outcast by not only pupils constitutions. told me it was my fault for admitting to being but teachers”. effective ways to deal with homophobia. bisexual. I pointed out she wouldn’t tolerate • What did they learn from exploring these As human beings we are entitled to request these racism or religious bullying and she said it scenarios through drama? rights, but we also need to respect other people’s was ‘totally different.’” rights to them and be responsible for them.

28 29 HOMOPHOBIA - LET’S TACKLE IT EXPERIENCING HOMOPHOBIA

HUMAN RIGHTS ARE: Discuss the following examples and ask the group to Inalienable – you can’t lose these rights any more try and match them with articles of the UDHR: than you can stop being human. > A mother loses custody of her child in a divorce ThE glObal piCTuRE Indivisible – you can’t lose one of these rights in because she is a lesbian favour of another ‘more important’ right. In countries all over the world survivor testimony) but despite > An officer is expelled from the army because he is gay individuals are being targeted for clear indication of their particular Interdependent – each of these human rights is imprisonment, torture and even vulnerability to human rights complementary to the next, for example the right to > A pop star tells his fans he is gay to pre-empt murder, simply on the grounds of abuses, they were not specifically participate in government is directly affected by the being exposed by a tabloid newspaper their sexual orientation. Gay men, included in the framework for right to get an education, the right to free speech and lesbian women, transvestites, international human rights the right to the necessities of a decent life. > Legislators in Hawaii discuss amending state law transsexuals, any person who protection in the UDHR, or to allow people of the same sex to marry doesn’t adhere to the dictates of included in subsequent human Discrimination against minority groups on grounds of what passes for ‘normal’ sexuality rights conventions. age, sex, ethnicity, for example, is recognised and > A 16 year old commits suicide because she has been or gender identity may be subject taunted and bullied at school for being a lesbian to such persecution at the hands Some governments in the world forbidden under international human rights treaties. deny the very existence of gay While no international human rights document of private individuals or > In Uganda, the police keep secret files on men and men and lesbian women among actually mentions discrimination on grounds of government agents. women they suspect are gay their people. ‘sexual orientation’, landmark human rights law cases Abuses may take such subtle The above information was taken have been decided on the basis of an interpretation forms as everyday hostility, In some countries, same-sex > Police keep stopping and searching men coming from: harassment or neglect. In such relations are still regarded as a of laws on human rights law. out of a gay night club Breaking the Silence – Amnesty cases, antipathetic authorities grave crime, even as a sin against International report on human The following activity allows the group to consider may refuse to protect the basic God, that is punishable by > Two men kiss on a soap programme rights and sexual minorities, 1995. rights of gay and lesbian people, imprisonment or even by death. the relationship between homophobia and human State Sponsored Homophobia - An leaving them vulnerable to rights, and will hopefully illustrate the pivotal role that > Lesbians and gay men hold the annual Pride festival Other governments claim that the ILGA report on laws criminalising exploitation, sexual attack, public the Universal Declaration of Human Rights plays in very concept of equal rights for same sex sexual acts between or domestic violence and even the creation and sustainability of a fair and just world. > Amnesty International campaigns to release men sexual minorities is a Western idea two consenting adults, 2011. and women who have been imprisoned because of murder; all without recourse to the that should not be recognised. law. In other instances, Activity: These Rights are your Rights… their sexual orientation For an extremely useful interactive governments are themselves the The stigmatised position of gay map feature, which clearly men and lesbian women around Time required: 25 minutes perpetrators of abuses: unfair illustrates the global situation and trials, imprisonment, ill-treatment the world and the lack of lesbian and gay rights in the world, Resources: Copies of the UDHR (including false ‘medical cures’), recognition of sexuality as a basic and for personal stories of some of (Downloadable here: To sum it up... torture (including rape), and human right contributes to their the atrocities listed above please www.srtrc.org/homophobia-resources) execution are among the experience of ill-treatment at the visit www.ilga.org. violations against sexual hands of the authorities. Perpetrating homophobia or homophobic hate Get the group to look through newspapers, minorities recorded by Amnesty For the full ILGA At the time of printing, there are 76 magazines and articles on the internet to find stories crime is directly in opposition to numerous articles International. report visit countries that prosecute people www.srtrc.org/ GET that deal with issues of sexual orientation and of the UDHR, subjecting someone to abuse, Lesbian women and gay men were for carrying out ‘homosexual acts’. CAMPAIGNING! homophobia- Human Rights, either in the UK or abroad. discrimination, scapegoating, prejudice or violence targeted by the Nazis for There are 5 countries where it is Visit extermination (See page 36 for a actually punishable by death. resources Hand out or display a copy of the UDHR (Which can is fundamentally taking away their safety, freedom www.allout.org be downloaded or accessed here www.srtrc./.c) and equality of opportunity. It is dehumanising and Ask them to decide if the story that they have impacts the targets in a number of different and damaging ways. The principles set out in the UDHR. found illustrates: WE ASKED YOUNG PEOPLE TO SHARE THEIR EXPERIENCES OF HOMOPHOBIA… a) a right being denied Should be embedded throughout all of our thinking b) a right being demanded and behaviour, towards ourselves and others. We “I feel as though I can't take part in any sports activities or use the fitness suite, as the other c) a right being enjoyed or exercised could all do with the reminder that if we are to girls feel uncomfortable having me in the changing rooms with them. Some people make jokes about my sexuality or use derogatory terms ('fag', 'dyke') even when I ask them not to.” Or… is the way the story is reported an abuse of expect certain conditions and opportunities then human rights in itself? we must all be responsible for ensuring we are “Name-calling, albeit 'jokey', is commonplace. More worryingly, I was once threatened to change my sexuality ‘or else’ when a younger pupil put a knife to my throat.” Can the groups relate their stories to relevant allowing all other human beings to enjoy the same. articles in the UDHR? Which articles in the UDHR guarantee the right to be LGB?

30 31 HOMOPHOBIA - LET’S TACKLE IT CELEBRATING AND REMEMBERING

CElEbRaTiNg aNd TimEliNE REmEmbERiNg 1967: Homosexuality was decriminalised in England and Wales 1990: The World Health Organisation removed homosexuality from its An exploration of LGB History and LGB Contributions list of mental disorders Learning outcomes: HIDDEN HISTORIES By the end of this section learners will have: Written with inspiration from ‘Rewriting History’ a 2000: Gay people were allowed to serve in the military • increased awareness of the gaps in equality that resource produced by young people for the Terrence still exist for LGB people Higgins Trust • recognised the achievements made by the It is important to show that being LGB is neither a 2001: Age of consent equalised to 16 for gay people collective fight of LGB campaigners and individuals negative thing, nor is it something that can stop you • acknowledged and celebrated the huge and wide making positive contributions. In a sense there is no ranging contributions made to society by LGB such thing as LGB history separate from the rest of 2002: LGB people given the right to adopt jointly as a same sex partnership people history. But the category has arisen to counteract the trend whereby LGB lives, contributions and Activity: Gay Equality achievements are erased. This section is part of an effort to address those gaps and silences. Exploring 2003: Section 28 repealed in England Time required: 10 minutes LGB history is to make neither heroes nor victims of LGB people, but to celebrate and commemorate. Resources: Photocopied timelines People who are LGB have made contributions to 2005: LGB people allowed to have civil partnerships Ask young people to think about rights for gay people: society in a number of fields, from science to do they think that LGB people have had equality literature, and politics to the arts. Looking at history historically? If not, what can they think of that has helps us to understand the present and how we got been different or unfair? here. 2007: Anti discrimination laws introduced to allow fair access to goods, Make a list of any inequalities for LGB people that the services, employment and housing for LGB people learners can suggest. Explain that historically there have been huge gaps in N.B: equality for LGB people. However, more recently and 2009: IVF allowed for lesbian couples with both partners named on the birth certificate through concerted efforts by LGB organisations and committed individuals, there have been changes in Show Racism the Red Card recognises the huge law which are helping society come closer to contributions made by Trans people throughout achieving LGB equality. (The LGBT History Month history, however note that this pack is focusing on 2010: Civil Partnerships allowed in places of worship website can help you with this) issues surrounding homophobia and society’s attitudes towards LGB people and therefore this Photocopy and hand out a blank timeline section will not include reference to the history of downloadable here www.srtrc.org/homophobia- Trans contributions. See: Today: resources and ask young people to try and match the www.lgbthistorymonth.org.uk key events to the correct year. Use the completed timeline on page 33 to support you.

32 33 HOMOPHOBIA - LET’S TACKLE IT CELEBRATING AND REMEMBERING Discussion points: alaN TuRiNg Enigma • Ask young people to put their hand up if “Father of computer science, mathematician, logician, they have a computer. Question if Enigma is a 2001 British film about the Enigma wartime code breaker, victim of prejudice” anybody has any ideas about who was codebreakers of Bletchley Park in World War II. This is how Alan Turing is described on the plaque in front involved in the invention or The film, directed by Michael Apted, stars Dougray of a memorial statue in Manchester. Born in London in 1912, development of computers. Has anyone Scott and Kate Winslet and is based on the novel Alan Turing was highly influential in the development of heard the name Alan Turing? Enigma by Robert Harris. computer science, playing a significant role in the creation • Share the information about Alan The film, although largely fictional, has been of the modern computer; he is also credited with Turing with the group and facilitate a criticised for the total exclusion of the real code shortening World War II by several years with his code discussion around his experiences. breaker Alan Turing, with a heterosexual young breaking brilliance at Bletchley Park. However Turing, a How do the pupils feel about the way man named Jericho taking the lead role instead. gay man, didn’t live long enough to reap the benefits of all he was treated? Where would we be Many of the young people may have seen the film. of his successes. today if it wasn’t for him? Do the pupils If not, it could be helpful to show the group a clip agree that he was a victim of of the film. In 1952, Alan Turing was charged with ‘Gross Indecency’ because at that time ‘homosexuality’ was prejudice? illegal. He was only spared prison as he agreed to have chemical castration through hormone Below are some interesting questions to help treatment. He was injected with the female hormone oestrogen, which led him to grow breasts and • Campaigning led to the government facilitate discussion: develop other female characteristics. As a result of his arrest, Turing’s security clearance was removed issuing an official apology in 2009 for • Why did the author, director and producers as he was considered at risk of blackmail, so he had to stop his work for the government, ending his the treatment of Alan Turing. After make the decision to exclude Alan Turing? career. receiving a petition with thousands of signatures, ex Prime Minister Gordon • How do the pupils think audiences would have In 1954, just two weeks after his 42nd birthday, Turing was found dead at his home, a half eaten apple Brown delivered this speech: reacted if the film had been a more realistic laced with the poison cyanide by his side. Despite his mother and some others believing his death was “Thousands of people have come portrayal of Alan Turing’s life and time at accidental; an inquest determined it was suicide. together to demand justice for Alan Bletchley Park? It is widely speculated that the Apple Logo of an apple with a bite taken out of it is a tribute to the man Turing and recognition of the appalling • Some tributes to Alan Turing do not mention that who is considered a pioneer of computer science; however this has not been confirmed by Apple. way he was treated. While Turing was fact that he was gay. How do the pupils feel dealt with under the law of the time about this? Is it important to mention it? and we can't put the clock back, his • How would they feel if their achievements or treatment was of course utterly unfair contributions were denied or ignored? and I am pleased to have the chance Who is LGB history for? to say how deeply sorry I and we all Trailer available to view at For people who are LGB, having role models Discussion points: are for what happened to him... So on www.srtrc.org/homophobia-resources who are LGB and seeing LGB contributions, both behalf of the British government, and historical and contemporary, can lead to all those who live freely thanks to improved self-esteem which translates into • Can the learners think of any people who Alan's work I am very proud to say: better health, educational achievement and have made significant contributions to society we're sorry, you deserved so much general well-being. But it is not only those who as we know it today? better.” ACTIVITY: LGB CONTRIBUTIONS are LGB who stand to gain from learning about • Can the learners think of any LGB people who Time required: 30 mins -1 hour LGB history. Everyone stands to gain. have made significant contributions to society • What do the group think of the LGB people have a role in history, and when as we know it today? apology? Is there anything missing? Resources: Paper and art materials, list of suggested these contributions are acknowledged Are apologies for past events important LGB people, computers and internet access alongside other contributions, homophobia • Why might it be harder to think of or meaningful? Why or why not? contributions made by LGB people? Either individually, or in small groups, encourage becomes less likely. A society that is open and • Can we imagine a world without learners to do some research to unearth some more accepting, where homophobia and other forms • How does a lack of awareness of LGB computers? Does Alan Turing deserve ‘Hidden History’ and find an LGB person who has made of prejudice and discrimination are absent, is a contributions to history and to contemporary to be properly acknowledged and significant contributions to Science/Arts/ better society for all. society impact on levels of homophobia and recognised for his genius? Literature/Technology/Politics/Engineering. Ask them to people’s attitudes towards LGB people? prepare a short presentation or project to inform and educate about this person and their achievements.

34 35 HOMOPHOBIA - LET’S TACKLE IT HOMOSEXUALS’ AND Suggested website: www.lgbthistorymonth.org THE HOLOCAUST Suggested people: (Most of these people are/were openly LGB, although it is difficult to accurately Taken from Homosexuals and the Holocaust by identify historical figures, as the LGB label is a Ben S. Austin relatively contemporary term.) Abraham Lincoln, ChallENgiNg Precise figures on the number of homosexuals Alexander the Great, Freddie Mercury, Sir Ian exterminated in Nazi Death camps have never been McKellen, King James I, Billie Joe Armstrong, Chris established. Estimates range from 10,000 to 15,000. Smith, Paul O’Grady (Lily Savage), Florence It does not appear that the Nazis ever set it as their Nightingale, Alice Walker, Ellen Degeneres, George hOmOphObia goal to completely eradicate all homosexuals. Michael, Rabbi Lionel Blue, Julius Caesar, Leonardo Rather, it seems, the official policy was to either Homophobia: Let’s Tackle It Learning outcomes: Da Vinci, Martina Navratilova, Matt Lucas, re-educate those homosexuals who were Talking about Homophobia: Michelangelo, Benjamin Britten, Justin Fashanu, "behaviourally" and only occasionally homosexual Section 2: What can you do? By the end of this section learners will have: Salvador Dali, Stephen Fry, Rupert Everett, Dusty and to block those who were "incurable" Section 3: Why does bullying happen? • identified and valued different types of family Springfield, Andy Warhol, Boy George, Tchaikovsky, homosexuals through castration, extreme Oscar Wilde, Rhona Cameron, Brian Epstein, Michael intimidation, or both. However, the numerous • a clear understanding of how hate and prejudice Cashman, Isaac Newton, Wilfred Owen, Yves Saint testimonies by homosexuals who survived the escalates, and be able to recognise their role in its Laurent, Will Young, Scott Mills, Lance Bass, Michael camp experience suggest that the SS had a much prevention Stipe, Stephen Gately, Beth Ditto, Jessie J, Matthew less tolerant view. Those who wore the pink Key comments: • learnt about PRIDE and its significance in the fight Mitchem, Jessica Landstorm, Nigel Owens. triangle were brutally treated by camp guards and against homophobia other categories of inmates, particularly those who • been empowered to take action against homophobia wore the green (criminals), red (political criminals) “If you are abusing LGBT HISTORY MONTH and black (asocials) triangles. someone because of their “He [Justin Fashanu] came to West Ham on loan for 3 sexuality, then, months when I was there. I didn’t get to know him very well, LGBT History Month is an opportunity for all Visit www.srtrc.org/homophobia-resources unfortunately it’s more of a of us to learn more about the histories of for a very powerful testimony from gay reflection on yourself…maybe but I do remember when we had the big baths at West lesbian, gay, bisexual and transgender holocaust survivor Heinz Heger. think [what] if you have a brother or sister in Ham, and Justin came in, six foot four - a magnificent people in Britain and Northern Ireland. that same situation, would you like to hear figure of a man, and he got into the bath, and two West LGBT History Month says: stuff like that being said? I’m sure you Ham players who I knew very well got up and walked out. wouldn’t.” “To understand our present and imagine our It was obvious why they had got up and walked out. He future, we must first gain insight into our past. To sum it up... Donal Og Cussack, was there for 3 months and I didn’t really see him again. This is true of us as individuals; it is also true Irish Hurling champion The next thing I heard about Justin was about 8 or 9 of societies. LGBT History Month is a time LGB people have existed in every time and place. “Learn about everything. years later, where he was found hanged in a warehouse in when we can explore and share some hidden A vital part of tackling people’s negative Get to know someone The Elephant and Castle. It made me think of that time aspects of our country’s past, both recent and homophobic attitudes is to celebrate, that’s actually gay and in the bath, at West Ham. What could I have done to remote. This hidden history belongs to all of commemorate and recognise all of the incredible us; it is part of our inheritance” you’ll see that they won’t affect those two people that got out of the bath? And contributions made by people every day and bite. Just learn how it is, See www.lgbthistorymonth.org.uk for lots throughout history, who happen to be LGB. Every everyone’s different.” what I should have done, even if it might not have had any of fantastic resources and ideas and affect on them whatsoever, is challenge them as to why they effort should be made to raise awareness of the Anton Hysen, guidance for getting involved in LGBT role LGB people have had in the development of Swedish footballer got out of the bath and did that. It was a missed History month. many aspects of modern society, whilst also opportunity, and so I decided Encourage learners to plan and host an normalising being LGB and reinforcing that an “In my role as police officer, I am there to from that time, when I heard event for the next LGBT History month, ask individual’s sexual orientation is only one part of educate people that you don’t have to put up that Justin had hanged himself, with it.” them to consider how they could involve the their identity. It is also extremely fundamental to that I wasn’t going to let that whole school/local acknowledge that the relative freedom, human Police officer community in the celebration. happen again and any time that and legal rights and empowerment that many LGB There are many resources “It isn’t a disease, it’s just a sexuality, it’s not a something needed to be and event ideas people have today is testament to an ongoing, big deal.” challenged that I would try and dedicated, collective fight for equality, often available on the LGBT Kieron Richardson challenge it in the right way.” History month website. driven by brave and revolutionary LGB individuals. Leroy Rosenior, ex professional footballer

36 37 HOMOPHOBIA - LET’S TACKLE IT CHALLENGING HOMOPHOBIA

Activity: What is a family? how she feels about having two mums and she said ‘I’ve got Time required: 15 minutes Discussion points: two parents who love me. It doesn’t matter if they are a boy Discussion points: or a girl’ and to be honest I think that’s the best answer Resources: Large paper, marker pens, whiteboard or anyone could ever give.’ flip chart • How did the group find the activity? If it • Look at Leroy’s quote on page 37, what was difficult, why? Discuss: Ask pupils to consider how they could he have said to the two footballers For younger learners, storybooks are a fantastic way feel about their family, encourage them to who got out of the bath? of introducing the idea of different families. There are • Did people have different ideas about what think about what challenges their family a family was? • How do you think he felt when he heard suitable children’s books which include LGB may face and what makes their family special. What the news of Justin Fashanu’s suicide? characters and different family structures. A useful • Is everyone happy with the final definition? are the most important aspects of a happy family? Is list of suggested resources is available at: there such a thing as a perfect family? Does it matter • What difference do you think it would www.tacklehomophobia.com what family set up a child has? What challenges do have had if Leroy had challenged the two you think children with LGB parents may face? What men? What could he have done to affect Download and share the following descriptions of can be done to challenge any negative attitudes the attitudes of the players who got out of different families: about gay people being parents? the bath? Caution! www.srtrc.org/homophobia-resources • What do you think he means by challenge Debate: With half the group for and half it “in the right way”? against, conduct a debate with the following This topic may be sensitive to some learners, motion: • How can challenging people’s particularly for a looked after child, or those who may homophobic attitudes escalate the be “looked after”, or those who have recently Discussion points: ‘Priority should be given to families with one situation and make things worse? experienced a family bereavement, divorce or are mum and one dad when deciding where to coming to terms with having an LGB parent. • What is the best way to challenge place a child for adoption’ Educators should use their discretion and knowledge • Were the group surprised by any of the homophobia? families? Why? of the group to decide which activities are appropriate. • What are the different ways that lesbian and gay people can have children? Display the word ‘family’ and ask learners to To sum it up... • Were there any similarities between the individually consider what this means to them. Ask families and your own? Were there any Children need love, respect, care and DIFFERENT FAMILIES them to write a short paragraph or draw a picture differences? encouragement. A family that provides a stable This section has been adapted from, and inspired by, that represents their family, this can be personal and environment where children grow up knowing Stonewall’s Report ‘Different Families’ by April Guasp. doesn’t need to be shared with the group. • Is there such a thing as a ‘normal’ family? The full report can be found at www.stonewall.org.uk they are loved; if that environment is happy, Divide students into groups of four or five. On large healthy and nurturing, then that is what counts. There is no such thing as a typical or ‘normal’ family. sheets of paper ask them to write down key words What is ‘normal’ for one may be different to what is associated with ‘family’ and then agree upon the five Some children have a mum and a dad; some live with Activity: How I feel about my family? ‘normal’ for another. It is important that as just their dad or just their mum, or with grandparents, that they think are the most defining. individuals we don’t judge families based on our or uncles and aunts, or step parents or foster parents Time required: 10–15 minutes Get two groups to join together, compare words and own experiences or ideas of what we think is right. or carers. Some children have two mums or two Resources: Quotes below. dads; some may have two mums and a dad. collectively agree on five. Every human being has the right to experience Share the quotes below: being a parent if this is what they want to do. An Ask the larger groups to join and attempt to decide on These activities enable you to explore the topic of individual’s sexual orientation has no impact on five. Megan, 23 explains: ‘I don’t think there is a sort of general, families and acknowledge the existence of families of their ability to provide for a family. Assumptions all different structures and characteristics. you know, stereotypical family anywhere really. I think you As one whole group ask participants to discuss and and negative judgements should be consistently Stonewall’s report found that: get to know anyone’s family and there’s all kinds of weird choose what they think are the five most important quirks and interesting things and things that are really great challenged. The difficulty children of LGB parents ‘Many children with gay parents said that LGB people words. and things that are not so great.’ can face is a result of other peoples homophobic or families are never mentioned in school which they On the board, use the five words to help you compose Hannah, 16 says: attitudes. An inclusive environment and found difficult and it makes them feel invisible.’ ‘No matter how much we argue, or if a group definition of the word ‘Family’. there’s a rift or anything like that, I know that if anything curriculum that reflects the diversity of our society, ‘Children with gay parents want their school to talk serious happens we would all pull together and we would including different families, should be provided about different families and stop homophobic definitely be there for each other. And like me and my sister, allowing every learner to develop a sense of bullying. This would make them feel more able to be even though there is a ten year age gap, we’re still really, identity and self esteem. themselves in school.’ really close and always will be, my younger sister explained

38 39 HOMOPHOBIA - LET’S TACKLE IT CHALLENGING HOMOPHOBIA

Activity: Escalation of Hate ‘harmless’ paves the way for more serious acts. By For further theoretical backing, see Gordon Allport’s not challenging this type of behaviour we are creating book “The Nature of Prejudice”. (first published: 1954; Time required: 20 minutes a society where the violent attacks or discrimination is 25th Anniversary Edition: Basic Books, 1979). Resources: blank paper and the pyramid of hate image possible. The only way we can stop and prevent pRidE Or you could try it like this... (downloadable here: further deaths, hate crime and persecution is by Gay Pride or LGBT Pride is a movement that www.srtrc.org/homophobia-resources) stopping the prejudice, name calling, stereotyping, Activity: Escalation of Hate Take 2 began after the Stonewall Riots in 1969 in New isolation, homophobic jokes and apathy. This activity examines how hate and prejudice If you have older group members or would like to explore York. The Stonewall Riots were a series of escalates. It visually demonstrates the relationship Show the Pyramid of Hate and discuss. Refer to Mel a greater understanding of the different processes of spontaneous, violent demonstrations by the gay between the different forms of homophobia and Brown’s case study which can be found here: prejudice, scapegoating, discriminating and community against the police in retaliation to clearly illustrates that our behaviour does have www.srtrc.org/homophobia-resources and consider stereotyping, and you feel it would be helpful to have a experiences of persecution and prejudice. The consequences, no matter how ‘harmless’ it may seem. how the prejudice and experiences of homophobia more concrete example of how homophobia can develop Stonewall Riots have become the defining event escalated for her. then you can try this activity in a slightly different way: that marked the start of the gay rights movement Hand out one sheet of blank paper to each participant; in the United States and around the world. tell them to tear it in half. On one piece ask them to It is extremely important to recognise that holding Download supporting materials and facilitator notes write down a homophobic incident that they have homophobic views is a burden on the perpetrator; for Escalation of Hate – Take 2 here Gay Pride is founded upon three key principles: there are no positives about being homophobic. In www.srtrc.org/homophobia-resources experienced, or heard about first hand, perhaps at 1. LGBT people should be proud of their fact hatred, anger, misinformation and prejudice hold school or online. [It could be something like incorrect sexual orientation and gender identity use of terminology, or a joke.] On the other piece ask a person back and prevent them from fulfilling their 2. Diversity is a gift them to write down another homophobic incident that true potential. Ask the young people to consider they have heard about, but not necessarily been this…can they think of any positives about the To sum it up... 3. Sexual orientation and gender identity are involved in, perhaps something they have heard on existence of homophobia? inherent and cannot be intentionally changed Even if there is no obvious or immediate victim, the news or learnt about from watching our After starting initially as an annual Pride none of our words, actions or behaviours are Homophobia film. [For example, gay people being march to mark the anniversary of the without consequence. We each have an persecuted and murdered during the Holocaust.] Stonewall Riots, it has developed to include Discussion points: individual and collective responsibility to ensure Illustrate that there is a scale across the classroom, many initiatives all over the world that have we are not contributing to an environment where one side represents the least serious and the furthered the cause of gay equality. Huge opposite side represents the most severe. Encourage • What factors cause hate to escalate? homophobia and other forms of prejudice are carnival-like celebratory events, campaigning, allowed to flourish and to try and effectively lobbying politicians, education around LGBT all participants to come up and place their two • Is the escalation clear? examples where they think they fit on the scale. challenge it when we see, hear or feel it. We issues and increasing visibility of LGBT Students can move examples up or down the scale if • Can anyone recognise their own behaviour will all feel disgusted and outraged by the act of communities have all played a key role in the they disagree with their current position. anywhere on the pyramid? genocide - the ultimate expression of prejudice, success and impact of Pride. Today, Pride • How can an individual stop the escalation? and we may feel like we would never consider remains an important statement politically, Share with the group the different examples of simply because it is a huge international How can communities stop the escalation? physically hurting someone or attacking them for homophobia, then physically move away all of the series of parades and events with millions of less serious incidents (jokes, stereotypes, rumours, For example, new laws, school policies, their sexual orientation, but by accepting education. people, LGBT and straight people, collectively name calling) and pose the question: stereotypes and telling homophobic jokes, we saying ‘we are here and we are proud’. If there was no stereotyping, prejudice, • Could any of the sections of the pyramid are actually providing support and backing for happen in isolation? those few who do. The rainbow flag is a key feature and scapegoating, name-calling, acceptance of jokes etc. recognised internationally as a symbol for gay would the extremely serious incidents (deaths, • What is the relationship between the top and pride. The different colours collectively are physical assaults etc) ever be possible? the bottom/two ends of the scale? representative of the diversity within The answer is of course, no. The homophobic • What is the cost to the individual who doesn’t LGBT communities. behaviour that may be considered ‘low level’ or act to challenge hate? What is the cost to the “Don’t ignore it by thinking this is the other guy and I targets of hate? What is the result for society? cannot be involved. I would say, you have to be involved because if not, god forbid, the same thing “I swore never to be silent whenever human • Are there lessons we can learn from history? can happen again. No matter how wonderful a beings endure suffering and humiliation. We The Holocaust and other past genocides were country is, you only need a couple of people that start must always take sides. Neutrality helps the only possible after all of the other stages had spreading rumours and the whole darn thing can oppressor, never the victim. Silence encourages been established. come tumbling down worse than an earthquake.” the tormentor, never the tormented.” • What can be done to help people realise that Mollie Stanber, Holocaust survivor Elie Wiesel, Holocaust survivor their actions can have serious consequences?

40 41 HOMOPHOBIA - LET’S TACKLE IT TO SUPPORT YOU IN THE FIGHT...

Advice for the targets and TO SuppORT yOu perpetrators of homophobia... Here are some words of wisdom from the role models and young people to whom we spoke iN ThE FighT... for anyone dealing with, or perpetrating, homophobia… “Say to yourself; ‘Ok, I’m “It is very important for young people to keep different, but it’s who I journals and diaries, I think that to have a EMBEDDING EQUALITY “People call me ‘gay’ everyday, am and this is how my place every day that you can go to and write sometimes people kick me or push life is and I won’t about all your experiences and feelings The most effective way to educate our learners change because would be a very important healing thing to and promote LGB equality is to deliver a fully me, they shut me out of games someone else doesn’t do.” inclusive well rounded curriculum and a whole during school gym and they steal like it.’” Rhona Cameron school/college/institution ethos that recognises my belongings” Chris Powell, Football and values diversity. Homophobic attitudes and manager I think young people don’t realise the law prejudice are learned behaviour and, by not James 17, secondary school ( South West) behind bullying and social networking abuse, representing LGB people within our teaching, we The School Report, Stonewall 2006 “You know you can’t let they should realise that once they have are sending out very strong messages to our young people get you down, you have to just see the clicked send, it’s gone and that’s stored in a people about what is ‘normal’ or accepted and we light at the end of the tunnel that things do computer system that can be used in court are not presenting them with the ‘whole picture’. get better, that things do get easier.” and if this young person is feeling bullied, illustrating ways that LGB issues can be easily Young something really serious can be done.” As the saying goes… prevention is better than included into many different subjects. lesbian cure, and in the case of challenging homophobia, Newcastle Panthers footballer ‘Schools Out’ is a leading LGB equality charity and this couldn’t be more true. “Obviously, they have developed a specialist teachers’ area “It’s important that you speak to people, let speak to There are a wide number of relevant resources called ‘The Classroom.’ people know what’s going on, but also don’t teachers about that can give starting points and full detailed (www.schools-out.org.uk/classroom) be shy of who you are.” lesson plans showing how LGB equality can be it; if a teacher is Here, you will find everything teachers need for Graham Onions, England cricketer integrated and embedded throughout all doing their job including the LGB experience in the classroom. curriculum areas. they will listen.” Whatever your subject area, or the age of your “Just keep your head held high, there Rhona Cameron See www.stonewall.org.uk to order a Curriculum students, these free education tools and is nothing wrong with you, don’t be Wall Planner which contains postcards resources are tailor-made and ready to use. “I’d definitely say ashamed.” contact somebody straight Kieron Richardson away, at least you are getting it out of your system instead of “They should think about how they WE ASKED YOUNG PEOPLE WHAT SCHOOLS SHOULD DO TO TRY AND COMBAT bottling it up, because that’s would feel if the roles were reversed, if HOMOPHOBIA… not healthy at all.” their lives were being ruined, and the Young lesbian people that they cared about were “…stop trying to deny that it happens”. turning their backs on them and if it was “I think that as important as it is to have LGBT groups it's also important to acknowledge that “Seek advice and try and be strong, school is them who were getting beaten up and being any sexuality doesn't really change who you are so I think it's important to include as a very small part of your life, you have a big pushed into lockers and tripped over, called many people as we can in raising awareness about LGBT issues because they affect life and a long life after school, so you’ve got names, if it was them instead of us, how everyone.” to try and look forward as well.” would they feel about it?” Newcastle Panthers footballer Young gay student

42 43 HOMOPHOBIA - LET’S TACKLE IT TO SUPPORT YOU IN THE FIGHT... TOP TEN TIPS FOR CHALLENGING HOMOPHOBIA IN SCHOOLS/COLLEGES/YOUTH ORGANISATIONS guidelines when 1. Develop policies which recognise and include 7. Include LGB people, different families and the existence of homophobic bullying. Behaviour address homophobic bullying in the curriculum: challenging homophobia and anti bullying policies should specifically schools, etc, should make an effort to include reference homophobic bullying along with and recognise contributions made by LGB 1. Challenge the discriminatory attitudes and 6. Provide accurate information to challenge racism and sexism and other forms of people and to represent them as an equally behaviour, rather than the person stereotypes and biases discrimination. important part of society. LGB issues should be Ignoring issues such as this won’t make Take responsibility for educating yourself embedded throughout different subject areas. them go away, and silence sends the about LGB issues. Don’t expect LGB people Use assemblies and whole school approaches. message that you are in agreement with to always educate you about their 2. Provide appropriate training on recognising See www.Stonewall.org.uk for a curriculum such attitudes and behaviours. Make it experiences or to explain homophobia to and responding to homophobic bullying for the planner showing ways to embed equality clear that you will not tolerate homophobic you. You will then be able to confront whole staff team, including lunchtime throughout the curriculum, and also language, racist language or any actions prejudice with more confidence and with supervisors, support and admin staff. Make ‘The Classroom’ website on that demean any person or group. the view of re-educating others. partnerships with local authorities and outside www.schools-out.org.uk/classroom/ agencies that have specialist knowledge and 2. Expect tension and conflict and learn to 7. Acknowledge diversity and avoid can share best practice. manage it stereotypical thinking 8. Don’t reinforce gender stereotypes: provide Sensitive and deep-rooted issues are Don’t ignore or pretend not to see our rich equality of opportunities for sports and activities. unlikely to change without some struggle differences. Acknowledging obvious 3. Consistently challenge homophobic language Be aware of the subtle ways gender norms can and, in some situations, conflict is differences is not the problem, but placing which includes the inappropriate use of the word be compounded; for example, avoid saying unavoidable. Tension and conflict, if negative value judgements on those gay and effective removal of homophobic graffiti. things like ‘I need a couple of strong boys to harnessed correctly, can be positive forces differences is! Stereotypes about those come and lift some heavy tables’. that foster growth. differences are hurtful because they generalise, limit and deny people’s full 4. Provide positive images of LGB people in 3. Be aware of your own attitudes, potential. everyday situations, examples of different 9. Develop inclusive sex and relationship stereotypes and expectations families, representations of healthy LGB education: ensure that every pupils needs are Be open to the limitations your own 8. Be aware of your own hesitancies relationships. met and that the relevant and appropriate attitudes and expectations can place on Acknowledge that it is not always easy to information is provided to help keep all pupils your perspective. Be honest about your own intervene, but if you can confront your own safe and healthy. prejudices and biases. It is important not to fears it will become easier. 5. Don’t make assumptions: don’t assume that all get defensive when discriminatory attitudes pupils and staff and their families are or behaviours are brought to your attention. 9. Project a feeling of understanding, respect heterosexual, and don’t assume that pupils 10. Involve learners: give them a voice, involve and support suffering from homophobic bullying are gay. them in policy development and ask for 4. Actively listen to and learn from others’ When confronting individuals, firmly contributions for how schools/colleges/ experiences address the behaviour or attitude whilst organisations should promote equality and Don’t minimise, trivialise or deny other supporting the dignity of that person. 6. Provide information and support for pupils: challenge and respond to homophobia. They people’s concerns and feelings. posters advertising local LGB services and could help develop a charter against 10. Establish standards of responsibility and support groups ensure that there is someone homophobic bullying; this will give a sense of 5. Use language and behaviour that is non- behaviour working collectively with others trained and confident that students can talk to. ownership and encourage a commitment. biased and inclusive Hold yourself and others accountable. Modelling an inclusive way of being is Demonstrate your personal and important when educating learners. The organisational commitment in practice, both words we choose to use, even in a light- formally and informally. Maintain high For detailed guidance on implementing these top tips there are many resources out there: hearted manner, give loud messages to expectations of all people and be a role DFES guidance ‘Stand Up for Us, challenging Homophobia in schools’ what we feel is acceptable or otherwise. model. DCSF ‘Preventing and responding to homophobic bullying in schools’ DCSF ‘Homophobic bullying Safe to learn: Embedding anti-bullying work in schools’ Schools Out: ‘Tackling Homophobia, creating safer spaces’ (Adapted from Patti DeRosa of Cross-cultural Consultation)

Stonewall have a wide range of resources to support every aspect of this work. www.stonewall.com/resources

44 45 HOMOPHOBIA - LET’S TACKLE IT TO SUPPORT YOU IN THE FIGHT...

Threatening homophobic hate speech is also an Frequently asked questions offence under the Public Order Act. How many LGB people are there? Writing homophobic abusive texts, emails or It is very difficult to give an exact figure, as many What is Homophobia? Is being LGB a choice? comments on social networking sites with intent to LGB people are not open about their sexual cause stress or anxiety is illegal. Charges could be orientation and this information is not monitored or Homophobia is the name given to a range of Definitely not: do people choose to be attracted to brought under The Malicious Communication Act collected on census forms. However, the latest negative attitudes and feelings including people of the opposite sex? No! Being gay is just (1988). This would include all types of homophobic government estimate (2011) was that around 6% of ignorance, prejudice, fear and hatred towards the way people are, most people know from when cyber bullying and young people should be made the population is LGB. There will almost certainly people who have identified as gay they are quite young if they are gay or not, even if very aware that electronic communications can be be LGB pupils and/or teachers in every school, and lesbian, bisexual and sometimes transgender they don’t know the words to describe it. You can’t tracked, monitored and used as evidence in a most people know someone who is LGB, so people (although this is technically transphobia); stop yourself from being gay: even if you have prosecution. promoting equality and tackling homophobia is an people who are perceived to be gay, lesbian or heterosexual relationships, get married and have issue for everyone. bisexual; people who are associated with anybody children, the feeling of being gay will not gay, lesbian or bisexual; and even just anybody disappear. Remember that an individual may What is Heteronormativity? who doesn’t fit into strict stereotypical ideas of choose not to identify themselves in a certain way. What is so wrong with using the what a boy should be like and what a girl should be Or someone may identify as gay for a time then Heteronomativity is a viewpoint that expresses like. identify as straight. People may not act on their heterosexuality as a given instead of being one of term “that’s so gay”? actual sexual orientation, and equally, there are many possibilities. See text box on page 27 for an explaination of this. Homophobia can manifest itself in many ways, men who have sex with men, and women who Often expressed subtly, heterosexuality is widely including, name calling, bullying, ridicule, have sex with women, who would not identify as "accepted" as the default sexual orientation by exclusion, violence and in severe cases murder. LGB. It is important that we strive for a society things such as education, law makers, and a range Are gay people responsible for where every individual can express themselves in of attitudes expressed by society in general. whichever way they are comfortable. HIV/AIDS? We are a primary school, is it The subtle assumption of heterosexuality can be No! very harmful to those who do not entirely fit within really appropriate for us to be Is Homophobia illegal? its bounds. From the beginning of the epidemic, HIV/AIDS was Homophobia, the fear itself, is not against the law unfairly associated with gay men; and AIDS was discussing this? An example of a Heteronormative assumption is as it is impossible to legislate against prejudice. even called the ‘Gay Plague’ ‘Gay Cancer’ and ‘Gay that a boy will grow up and marry a woman. Yes, if we leave it until children reach secondary However, any practices or behaviours based on Related Immune Deficiency (GRID)’ Similarly ‘Heterosexism’ is the belief that school, it is already too late. By this time, negative this prejudice, where an individual or group are heterosexuality is "normal" and therefore other However, this commonly held myth is very dangerous views about LGB people, and persistent disadvantaged or targeted because of their sexual sexual orientations are abnormal, deviant or and is completely unsubstantiated. Worldwide it is homophobic comments and bullying, are already orientation, is illegal. For example, refusing goods wrong. Whilst Heteronormativity is generally just estimated that just between 5 and 10% of HIV embedded into children’s school experience, either or services to somebody because they are LGB. an assumption, perhaps subconsciously or without infections are a result of men who have sex with men. directly, for targets or perpetrators, or indirectly, Whilst everyone is entitled to their own opinion, it thought, heterosexism tends to be more of a for onlookers. Homophobia is learnt behaviour and is usually very difficult not to act, even in some In the UK, heterosexual contact is the most frequent negative judgment. even if you are not witnessing daily incidents of it, subtle ways, on prejudicial attitudes. cause of newly diagnosed infections; worldwide HIV that doesn’t mean that the underlying attitudes is most often spread through heterosexual sex. don’t exist. Preventative work and preparing our Nobody has the right to bully, intimidate or harass Any contact with blood during sex increases the risk pupils for life in a diverse world is an extremely anybody and, under the Single Equality Act (2010), Does having gay parents make a of HIV infection. Anal sex is considered high risk important part of the responsibility of teaching. sexual orientation is one of 9 protected child gay? because the lining of the anus is more delicate then Allowing our pupils to leave our care with the characteristics which means people cannot be the lining of the vagina and is more likely to be burden of homophobia and prejudice is also doing treated differently or unfairly because of their Sexual orientation is not hereditary and there is no damaged; also condoms are more likely to split during them a disservice and could contribute to them not sexuality. This could include harassment or evidence to prove that gay parents are any more anal sex. Remember though, anybody could engage fulfilling their potential. victimisation and the legislation is equally likely to have gay children than heterosexual applicable in an educational or a work setting. parents. Nothing or nobody can make a person gay, in anal sex, including straight men and women. it is part of who someone is and it is not a choice. Targeting someone because of their actual or It is important to note that many men may have sex perceived sexual orientation would be classified with men, but not identify themselves as gay or as a Hate Crime. bisexual.

46 47 HOMOPHOBIA - LET’S TACKLE IT TO SUPPORT YOU IN THE FIGHT...

There are many excellent local LGB support groups where young people can access What is Section 28, what effect Deciding how much about one’s life outside advice, support and meet new friends in a safe environment. Find details of your local school to share with pupils is up to each groups and make the information available to pupils and young people, or encourage did it have and does it still apply? individual teacher. It is important for all staff to students to consider setting up peer support groups a be wary about sharing information on the web t school/college or in the community. In 1988 some government legislation called that you do not want students to see or share. Section 28 came in, banning local authorities from For young people in need of advice they can call: promoting ‘homosexuality’ and forbidding anybody to call same sex relationships a I have pupils/teachers in my school London gay and lesbian switchboard 0207 837 7324 ‘pretended family relationship’. This had a huge impact, stifling any attempts to include LGB issues who believe that their faith Childline 0800 1111 into any area of education and subsequently justifies homophobic bullying, how nurturing homophobic attitudes. It also stifled any Or visit http://www.report-it.org.uk/home attempts for schools to offer support to students do I deal with this? who were targets of homophobia. There is no religion that condones bullying. You Thanks to dedicated campaigning by Unions, don’t have to get into a debate about faith to stop LGBT groups and Stonewall, Section 28 was the bullying. Tackling homophobia is not about repealed in 2003 in England, and actually never promoting being LGB, it is about people being USEFUL ORGANISATIONS AND WEBSITES did apply to individual schools. However, treated fairly. Whatever their views, no one can There are a wide range of specialist organisations and websites that can support you in this work, here are a confusion and fear meant that its existence argue a case for bullying. A discussion around suggested few: prevented and in some cases still prevents some LGB issues and faith could be a good idea, but teachers from addressing issues of homophobic only done in a safe and structured way. Educational Action Challenging Homophobia: LGB Youth Scotland bullying, and same sex relationships at all. www.eachaction.org.uk www.lgbtyouth.org.uk Outpost Housing Project Newcastle What do I do if a student tells Just a ball game? www.outpostproject.org I am a gay teacher, am I allowed www.justaballgame.blogspot.com to discuss it with pupils? me they think they might be Gay Advice Darlington LGB? Press For Change, national campaigning organisation www.gayadvicedarlington.co.uk Yes. Gay, lesbian or bisexual teachers can be for all transgender people, includes information about open about their identity to colleagues, parents Nothing necessarily, if a pupil is happy and trans issues including education: LGB Fed Newcastle and students, in the same way that heterosexual integrated and getting on well. Remember it is a www.pfc.org.uk www.lgbtfed.com teachers can be open. positive thing that they have come to talk to you Schools Out, campaigning organisation, full of ARCH Hate Crime Reporting services can be found in about it. Obviously they could be feeling It is normal and appropriate to want to refer to resources for teachers and schools: www.schools- some local authorities vulnerable, scared and alone so you will need to your partner or your family. The law is quite clear out.org.uk be supportive and offer guidance, resource and that sexual orientation discrimination or Queer youth.net signpost them to where they can get further harassment in the workplace is unlawful and Stonewall: www.queeryouth.net information and support. Ensure they know that head teachers therefore cannot prevent gay staff www.stonewall.org.uk the information is confidential and that you are Amnesty International from being open about the fact that they are gay glad that they felt able to talk to you. A gay LGBT history month www.amnesty.org.uk (unless they are also prohibiting straight staff student in difficulty is more likely to seek advice www.lgbthistorymonth.org.uk from confirming their sexual orientation too). Tackle Homophobia – TACADE if an ethos of respect is well established in a Childline www.tacklehomophobia.com Whether to ‘come out’, and who to come out to, is school/organisation and an anti-homophobic www.childline.org.uk a decision for individual teachers. If you want to bullying culture has been put in place. GLSEN – ThinkB4youspeak (American) be ‘out’ in school but feel that there are barriers A student may want to access the necessary The Justin campaign www.glsen.org to you disclosing your sexual orientation, you www.thejustincampaign.com should contact your trade union for advice. All support without going to a teacher or parent. The No Outsiders Project the teacher unions run events and networks for Up to date and relevant websites and groups Being Gay is Ok www.nooutsiders.sunderland.ac.uk LGBT teachers. Many LGBT teachers and head need to be advertised in school. www.bgiok.org.uk teachers are ‘out’ in school. Some teachers The Bisexual Index for specialist information on decide to keep this information private. Pride Sports Biphobia www.bisexualindex.org.uk www.pridesports.org

48 49 Written and compiled by Lizz Bennett.

Acknowledgements: The Northern Rock Foundation. Amnesty International, The Justin Campaign, ‘Just a Ball Game?’, LGBT History Month, LGBT Youth Scotland, MESMAC North East, The National Union of Teachers, Newcastle City Council, Pride Sports, The Professional Footballers’ Association, RESPONSE Anti Bullying Team, Schools Out, Stonewall, Students from Heaton Manor School & Walker Technology College, The Terrence Higgins Trust, TUC/Alliance Group Tackling Homophobia and Transphobia in Football, the young people of ‘Under One Roof’, & Unison LGBT Equality Team.

Special thanks to: Christine Blower, Paul Burgess, Lucy Chapman, Megan Worthing Davies, Lou Englefield, Lindsey England, Gill Finch, Chris Gibbons, Andy Harvey, David Hunter, Laura Jayatillake, Gemma Kerr, Rosamund McNeil, Berenice Miles, Janet Owen, Ann-Marie Sheridan, Cara Spence, Carola Towle, Jo Wallis, Miles Wallis–Clarke & the students at Hotspur Primary School, Cullagh Warnock.

Education Pack designed by Paul Burgess Graphic Design.