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

Rudoe, N. 2018. Lesbian and gay teachers and sex/uality education policy enactment in schools. Discourse: Studies in the Cultural Politics of Education. 39 (6), pp. 926-940. doi:10.1080/01596306.2017.1310085

TitleLesbian and gay teachers and sex/uality education policy enactment in schools
TypeJournal article
AuthorsRudoe, N.
Abstract

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.

Keywordslesbian and gay teachers; sexuality education; sex and relationships education; homophobia; policy; school
JournalDiscourse: Studies in the Cultural Politics of Education
Journal citation39 (6), pp. 926-940
ISSN0159-6306
Year2018
PublisherTaylor & Francis
Accepted author manuscriptRudoe Discourse article.pdf
Digital Object Identifier (DOI)doi:10.1080/01596306.2017.1310085
Publication dates
Published online07 Apr 2017
Published in print2018

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