“We Don’t Get Into All That”: An Analysis of How Teachers Uphold Heteronormative Sex and Relationship Education

Abbott, K. and Ellis, S. and Abbott, R. (2015) “We Don’t Get Into All That”: An Analysis of How Teachers Uphold Heteronormative Sex and Relationship Education. Journal of Homosexuality, 62 (12). pp. 1638-1659. ISSN 00918369

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Abstract

Legislation that applies to UK SRE currently advocates inclusive provision. Given the nonstatutory status of SRE, however, it is unclear how teachers incorporate sexual inclusivity, especially as research has shown that teachers’ discursive practices can promote a heteronormative SRE climate (Renn, 2010). Using a discursive psychological approach to analyze interview data, this study examined how teachers account for their provision as inclusive. It was revealed that even when promoting their inclusivity, teachers’ SRE provision upholds heteronormativity. In doing this, they positioned LGB and same-sex practices outside of the classroom, potentially leaving these young people without a sufficient sex education. Copyright © Taylor & Francis Group, LLC.

Item Type: Article
Uncontrolled Keywords: discursive psychology, heteronormative, homophobia, inclusivity, sex and relationship education, UK, young people
Subjects: C800 Psychology
X900 Others in Education
Divisions: UoA Collections > UoA25: Education
Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE) > Re-thinking Practitioner Education and Professional Practice
Depositing User: Hussen Farooq
Date Deposited: 15 Nov 2016 11:45
Last Modified: 15 Nov 2016 11:45
URI: http://www.open-access.bcu.ac.uk/id/eprint/1285

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