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

Datos Bibliográficos

ID2936349
AutoresNaomi Rudoe (0000-0002-4782-490X, University of Westminster, autor de correspondencia)
Año2018
Volumen39
Número6
Páginas926-940
Fecha de publicación2018-11-02
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Identificadores de la revistaISSN: 0159-6306 • E-ISSN: 1469-3739
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2017.1310085
OpenAlexW2604611029
IdiomaEN
Citas recibidas9
Referencias citadas22

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 12 lesbian and gay teachers working in English and Welsh schools, and using the concept of ‘policy enactment’, I analyse the ways in which school policies around homo/bi/transphobic 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

Curriculum · Homosexuality · Human sexuality · Lesbian · Pedagogy · Sex education · Sexuality education · Sociology · Welsh · Gender Politics and Representation · Gender Roles and Identity Studies · Gender Studies · LGBTQ Health, Identity, and Policy · Psychology

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