Teacher experiences of LGBTQ- inclusive education in primary schools serving faith communities in England, UK

Abstract: This article reports on the experiences of teachers delivering an LGBTQ-inclusive education programme in four English primary schools serving faith communities. These teachers tended to start the work from an anti-bullying standpoint finding that whilst they might need to strategically begin at this potentially pathologising starting place, they could later develop the programme to embed LGBTQ-inclusive input across the curriculum. Legislative and policy frameworks gave teachers the courage to deliver the materials, particularly the Equality Act 2010. Lead teachers found a range of ways to work with colleagues, with some drawing on their religious commitment to embrace the work. The children’s openminded responses encouraged their teachers, and over time the schools were able to conduct LGBTQ-focussed community celebrations with parents from the faith communities they served. Teachers working with children from religious families were also able to consider coming out as living in a monogamous, committed same-sex relationship. Whilst not immediately deconstructing the constraints of homonormativity, it could be argued that these approaches offer a range of starting points to support LGBTQ-inclusive education in schools serving faith communities.

Author(s): Anna Carlile

Date Published: 2020

Depositing User: Basiratu Kolawole

DOI: https://doi.org/10.1080/14681366.2019.1681496

Keywords: Elementary School, K-5, LGBT, Religion & Heteronormativity

Page(s): 625-644

Place of publication: London, UK

Publication title: Pedagogy, Culture & Society

Published URL: https://www.tandfonline.com/doi/full/10.1080/14681366.2019.1681496

Publisher: Taylor & Francis

Subject(s): Religious factors, Faith communities, Parent–school relationships & Political issues

Type of publication: Journal Article