“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.

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Official URL: http://www.tandfonline.com/doi/full/10.1080/009183...
Link to published version:: 10.1080/00918369.2015.1078203

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: Psychology Research Group
Identification Number: 10.1080/00918369.2015.1078203
Depositing User: Rachel Abbott
Date Deposited: 05 Apr 2016 15:15
Last Modified: 20 Oct 2016 00:19
URI: http://shura.shu.ac.uk/id/eprint/11875

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