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

Abbott, Keeley 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 0091-8369

Text Abbott, Ellis, & Abbott, 2015.docx - Accepted Version Download (43kB)

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
Identification Number:	https://doi.org/10.1080/00918369.2015.1078203
Date:	2 December 2015
Uncontrolled Keywords:	discursive psychology, heteronormative, homophobia, inclusivity, sex and relationship education, UK, young people
Subjects:	C800 Psychology X900 Others in Education
Divisions:	Faculty of Business, Law and Social Sciences > School of Social Sciences > Dept. Psychology REF UoA Output Collections > REF2021 UoA 04: Psychology, Psychiatry and Neuroscience
Depositing User:	Hussen Farooq
Date Deposited:	15 Nov 2016 11:45
Last Modified:	15 Oct 2020 10:00
URI:	http://www.open-access.bcu.ac.uk/id/eprint/1285

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