'They Don't Really Talk about It 'Cos They Don't Think It's Right': Heteronormativity and Institutional Silence in UK Primary Education

Autor/in	Atkinson, Catherine
Titel	'They Don't Really Talk about It 'Cos They Don't Think It's Right': Heteronormativity and Institutional Silence in UK Primary Education
Quelle	In: Gender and Education, 33 (2021) 4, S.451-467 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atkinson, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2020.1773410
Schlagwörter	Social Bias; Sexual Orientation; Foreign Countries; Elementary Education; Educational Environment; Critical Theory; Program Effectiveness; Bullying; Hidden Curriculum; Student Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sexuelle Orientierung; Ausland; Elementarunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kritische Theorie; Mobbing; Heimlicher Lehrplan; Schülerverhalten
Abstract	Of the increasing number of initiatives setting out to challenge heteronormativity in education, the "No Outsiders" project has arguably been one of the most influential. Conducted across 15 primary schools in England, "No Outsiders" sought to disrupt heteronormativity through critical pedagogy, gaining widespread academic and media attention in the process. In spite of its prominence, though, there has been a lack of research exploring the effects of this project on children's attitudes towards sexuality in school. This paper draws on data from an ethnographic study of two UK primary schools -- one that was and one that was not involved in "No Outsiders" -- to explore the 'effects' of this critical intervention. The research found that whilst homophobia persisted across both schools, children's understandings of its "acceptability" differed markedly according to their involvement in equalities pedagogy, with institutional silence interpreted by many as equivalent to school-sanctioned homophobia. The implications of these findings are significant, revealing proactive sexualities pedagogy as essential to countering the damaging effects of institutional invisibility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01