“We Don’t Get Into All That”: an analysis of how teachers uphold heteronormative sex and relationship education

ABBOTT, Keeley, ELLIS, Sonja and ABBOTT, Rachel (2015). “We Don’t Get Into All That”: an analysis of how teachers uphold heteronormative sex and relationship education. Journal of Homosexuality, 62 (12), 1638-1659.

[img]
Preview
PDF
Abbott We dont get into all that.pdf - Accepted Version
All rights reserved.

Download (415kB) | Preview
Official URL: http://www.tandfonline.com/doi/full/10.1080/009183...
Link to published version:: https://doi.org/10.1080/00918369.2015.1078203
Related URLs:

    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.

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Psychology Research Group
    Identification Number: https://doi.org/10.1080/00918369.2015.1078203
    Page Range: 1638-1659
    Depositing User: Rachel Abbott
    Date Deposited: 05 Apr 2016 15:15
    Last Modified: 18 Mar 2021 15:46
    URI: http://shura.shu.ac.uk/id/eprint/11875

    Actions (login required)

    View Item View Item

    Downloads

    Downloads per month over past year

    View more statistics