Lesbian and gay teachers and sex/uality education policy enactment in schools

This paper examines lesbian and gay teachers’ identities and experiences in schools in the context of school policies relating to homophobia and to sex and sexuality education. Drawing on semi-structured interviews with twelve lesbian and gay teachers working in English and Welsh schools, and using Ball, Maguire and Braun’s (2012) concept of ‘policy enactment’, I analyse the ways in which school policies around homo/bi/trans-phobic bullying and sex/uality education and their enactment are perceived by lesbian and gay teachers. The article examines teachers’ personal experiences in relation to sexuality in school, and then broadens out into related issues for pupils and a discussion of the varied approaches to sex and relationships education in the schools. I argue that the enactment of these policies is not straightforward, and that they could be better supported by a more inclusive and comprehensive sexuality education curriculum

‘We believe in every child as an individual’: Nursery School head teachers’ understandings of ‘quality’ in early years education

This article addresses the issue of ‘quality’ in early years education, with the aim of highlighting the voices of nursery school head teachers. Government early years achievement statistics display a reductive and de-contextualised focus on young children’s developmental outcomes, with measures of the percentage of five-year-olds achieving a ‘good level of development’ at the end of the Early Years Foundation Stage. Early years practitioner understandings of ‘quality’ are more sophisticated and multi-dimensional, and yet are marginalised in debates around what constitutes ‘quality’ early years provision and around what are desired outcomes for young children and how these can be achieved. Using qualitative data from interviews with nursery school head teachers and classroom teachers from across England, the article analyses these participants’ understandings of ‘quality’ early years provision. The study finds a consensus amongst these teachers that quality provision emanates from the professional skills of staff providing education for the whole child and their wellbeing: they conceive of ‘quality’ as relating to a depth of understanding of each child as an individual, enabling the child to progress in their learning

Young mothers, Education and Social Exclusion

This thesis examines the education and social inclusion and exclusion of young mothers, focusing on the experiences of sixteen pregnant young women and mothers attending a course of antenatal education during 2007. I use a critical feminist approach to examine the meanings of education in this setting alongside the young women's mothering identities. The thesis interrogates the effects of New Labour's Teenage Pregnancy Strategy in relation to the young women in my study. I analyse how the concept of 'social exclusion' has cast the 'teenage mother' as responsible for reproducing a cycle of disadvantage, obscuring the socially including aspects of young motherhood. I argue that policy constructions of teenage motherhood are contradicted by the lived experience of the young mothers in my study. In defiance of discourses of the teenage mother as unfit mother, the young women construct themselves in many cases as ready for motherhood and as resilient adults who choose to 'take responsibility' for their actions, re-engage with education and want to 'do the best' for their children. I challenge the idea that 'interventions' such as this antenatal educational setting are part of a policy framework that seeks to teach 'middle-class' parenting methods to working-class young women. Rather, the professionals working in the setting transform policy discourses to support and defend the young women from stigma. I contrast the young women's positive experiences in the setting with their negative school experiences, and show how the process of educational disaffection often happens prior to pregnancy, and how pregnancy precipitates increased motivation. The young women use pregnancy as a way to transition from a 'bad girl' to a 'good mother' identity, and as an opportunity to re-evaluate family relationships and friendships. I conclude by making policy recommendations with regard to the education of pregnant young women and mothers

Parental attitudes to school- and home-based relationships, sex and health education: evidence from a cross-sectional study in England and Wales

Subsequent to the introduction of compulsory relationships and health education in primary schools and relationships and sex education and health education (RSHE) in secondary schools in England from 2020, this paper examines the attitudes of parents towards school- and home-based RSHE. Using data from a survey of parents (n = 849) of children at 37 independent schools in England and Wales, we analysed parental attitudes towards school-parent communication about RSHE, the teaching of RSHE in school, and their own communication with their children about relationships and sex at home, exploring perceived barriers and use of resources. We found significant parental support for school-based RSHE, alongside some concerns, as well as uncertainty and embarrassment as barriers to parent-child communication about relationships and sex at home, indicating the need for schools to strengthen school-parent partnership in this area, and to encourage parents to talk to their children at home in tandem with what is being taught in school

Tales from the chalkface: using narratives to explore agency, resilience and identity of gay teachers

Existing literature is dominated by accounts which position gay teachers as victims. We were concerned that this only presented a partial insight into the experiences of gay teachers. This study researched the personal and professional experiences of four gay teachers in England. It builds on existing research by presenting positive narratives rather than positioning gay teachers as victims. We use the term “chalkface” to illustrate that all were practicing teachers. The purpose of the study was to explore their experiences as gay teachers throughout their careers. The study used the life history method to create narratives of each participant. Semi-structured interviews were used. The study found that the repeal of Section 28 in England in 2003 did not have an immediate effect on the identities, resilience, and agency of the participants. The 2010 Equality Act in England and changes to the school inspection framework had a greater influence in supporting their agency, resilience, and willingness to merge personal and professional identities. All but one participant managed to use their identities as gay teachers to advance inclusion and social justice through the curriculum. Although the narratives that we have presented do illuminate some negative experiences, the accounts are largely positive, in contrast with existing literature which positions gay teachers as victims

A Queer Sexuality Education: the possibilities and impossibilities of knowing (accepted for publication)

This chapter examines queer theoretical ideas in relation to English school policy and practice in relationships and sex education. It first analyses the policy context for teaching about sexuality, with the statutory Relationships and Sex Education guidance of 2019 replacing previous guidance dating from 2000. It then uses queer theoretical, sociological and psychological work to explore and unsettle the notion of childhood innocence, and examines uncertainties around knowledge being ‘age appropriate’. It goes on to discuss the broad shift from a sole focus on anti-homophobic education to an approach which seeks to challenge heteronormativity in schools. Finally, it offers up the potential of a queer sexuality education as one which embraces diversity, recognises uncertainty and complexity, and enables wider possibilities for children

Lesbian teachers' identity, power and the public/private boundary

This article examines lesbian teachers' negotiation of the public/private boundary in the school, focusing on identity management in the context of the heterosexualised space of this public institution. The study is based on interviews conducted with six lesbian teachers working in London secondary schools. I examine the teachers' responses, and the ways in which they mediate the 'polite' silences in relation to lesbian and gay sexuality, as situated in a framework of liberal tolerance found in public and political domains. Sex and relationship education guidance, as well as recent policy initiatives concerned with homophobic bullying, play an important role in framing the discourses around sexuality in the school. However, the continuation of problems with heterosexism and homophobia in schools is evident. I argue that the lesbian teacher's negotiation of the public/private boundary and of power relations involves the heightened importance of a 'good teacher' identity, and an emphasis on professionalism. While these teachers do not speak of direct victimisation or abuse, much change needs to take place to transform the school into a place where lesbian and gay sexuality may be named without fear