Celebrating Differences Exploration of LGBT in the classroom A staff development training session for cross college academic staff.

Celebrating Differences Exploration of LGBT in the classroom

A staff development training session for cross college academic staff

Welcome!

Objectives

• Identify the 9 protected characteristics of the Equality Act 201

• Understand legal and institutional framework for LGBT integration and how it forms part of the inclusive agenda, embedded in the vision and values of an organisation

• Identify teaching resources which embed LGBT within designated curriculum area

• Reflect on own practice of LGBT integration• Identify strategies to challenge discrimination (homophobia

, biphobia and transphobia)• Reflect on own practice of challenging discrimination

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• Keep an open mind

• Respect others by allowing people to have their say

• Challenge the view, not the person

• Contribute via Twitter: #edifund4

Contributions

Quiz

Is a characteristic under the Equality Act 2010

Is not a characteristic under the Equality Act 2010

Categorise your cards under one of the two headings below:

Quiz Which of these are the nine protected characteristics under the Equality Act 2010?

1. Age 2. Disability 3. Size and height 4. Social class 5. Gender reassignment 6. Diet and nutrition 7. Pregnancy and maternity 8. Race 9. Personal hygiene

10. Sex 11. Sexual orientation 12. Wellbeing 13. Accents14. Hair colour15. Religion or belief 16. Marriage and civil

partnership

The nine protected characteristics under the Equality Act 2010 are:

1. Age 2. Disability 3. Size and height 4. Social class 5. Gender reassignment 6. Diet and nutrition 7. Pregnancy and maternity 8. Race 9. Personal hygiene

10. Sex 11. Sexual orientation 12. Wellbeing 13. Accents14. Hair colour15. Religion or belief 16. Marriage and civil partnership

1. It’s an integral part of my teaching , I start with induction and constantly seek opportunities to integrate it in my teaching

2. I leave it alone unless it comes up.3. It’s got nothing to do with dance , my students come here to

learn cha-cha not to talk about LGBT!4. I don’t want to make this a big deal5. Why make all this fuss? and anyway I have a schedule to

teach6. I’d like to do it but not sure how

Some quotes from your peers…

Why embed LGBT?Internal factors within your organisation • Be in line with its vision and values• Comply with its Equality and Diversity Policy • Foster a positive and welcoming environment for all to learn

External factor • Fulfil the role of Education to develop the skills of individual?• Prepare people for a society inclusive and respectful of

differences• Comply with Ofsted inspection requirements • Comply with Equality Act 2010

Additional things to consider (when embedding LGBT within your curriculum)

How well you know your students • their educational background and ability to

articulate their views• their level of exposure to LGBT people • their opinion, culture, religion or beliefs• Etc

Ofsted Will look for leaders and teachers to achieve great success in establishing a caring and cohesive community where difference is not ‘tolerated’ but celebrated. and how successful their work to tackle homophobia and other forms of discrimination secures a safe and caring environment which promotes students’ achievements, confidence and self-esteem.’

Osfted Report, 120210 What a difference a day makes: Rossett School

10 September 2012

Some ready made examples from ESOL

Example of induction PowerPoint at start of course which covers 9 protected characteristics of the Equality Act 2010

• Identify categories on application forms • Accurately complete a basic form • Use and spell correctly some personal key words and familiar

words

Example of lower level ESOL students categorising headings often found on forms

• E1 Describing pictures • E2 Describing different

kinds of family • E3 Describe and compare

different kinds of family

Describe a picture (of a civilpartnership ceremony)(Sc/E2.3f)Express views, listen andrespond to classmates’ opinions(on civil partnership) (Lr/E2.6a,Sd/E2.1c)

Suggested examples from other curriculum areas

There is paucity of embedded LGBT resources in other areas of the adult curriculum

here are some suggested examples:

MusicLGBT composers such as Tchaikovsky, Britten, Ethel SmythLGBT performers both in classical music and music theatreThe often negative characterisation of the ‘gay’ character in opera – eg Berg’s ‘Lulu’The growth of LGBT music groups in particular choirs in the 1980s following the AIDS crisis DanceLGBT performers/choreographers such as Nijinsky and Diaghilev’s ‘Ballet Russes’ DramaLGBT plays such as Torchsong Trilogy, Angels in America, Laramie ProjectLGBT companies – Gay SweatshopLGBT actors – Sir Ian McKellan, Stephen Fry, Ellen Degeneres, Fiona ShawLGBT directors – Deborah WarnerLGBT playwrights – Bryony Lavery

Other resources to explore• NIACE ESOL citizenship materials

http://www.niace.org.uk/projects/esolcitizenship/Home-Eng.htm

• Stonewall http://www.stonewall.org.uk/at_school/education_for_all/further_education/further_education_resources/default.asp

• Homoworld Moviehttp://www.youtube.com/watch?v=HJXw8PthD0M

• The Classroom http://the-classroom.org.uk/

• Educate and Celebrate http://www.ellybarnes.com/

• Schools Out http://www.schools-out.org.uk/

• NATECLA Londonhttp://nateclaldn.wordpress.com/resources/lgbt-issues-esol-resources/

• Equalitiestoolkithttp://www.equalitiestoolkit.com/content/educate-out-prejudice

• Homemade – create your own resources!

DiscussionHow do you / would you embed LGBT within your sessions?

• at induction?• within your teaching resources and/ or the

materials you use? • during tutorials

LGBT

Slang/derogatory terms for:

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Straight Gay / Lesbian / Trans / Bi

It’s not just about language

• Body language • Gestures • Stereotypical portraiture • Attitude

Addressing homophobia, biphobia and transphobia

• Give examples of how you might deal with discriminatory behaviour in your classroom

• Which strategies do you / have you used?

God hates green chairs

All green chairs should be destroyed

All chairs should be purple, being

green is not natural

How does the chair feel?

Are these insults or opinions?

Awareness raising

Eliciting the difference between: • an insult and an opinion• accepting and agreeing • normal and normative• religious teaching and personal interpretation• prejudice and bigotry • prejudice and discrimination

Opportunities

• Opportunity for students to express their views in a non offensive way

• Develop respect • Win- win: developing language!

Did you get what you had hoped for from this session?

Evaluation

• Identify the 9 protected characteristics of the Equality Act 2010

• Understand legal and institutional framework for LGBT integration

• Identify teaching resources which embed LGBT within designated curriculum area

• Reflect on own practice of LGBT integration• Identify strategies to challenge discrimination

(homophobia , biphobia and transphobia)• Reflect on own practice of challenging discrimination

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Thank you For further discussion, please contact:

[email protected]