Addressing the Legacy of Section 28 & Supporting Diverse Families
Written by Troy Jenkinson
Equality, Diversity & Inclusion Specialist, children’s author, public speaker and former Primary Headteacher and Executive Headteacher. https://troyjenkinson.com/
Today, more than ever, we should strive for equality in our schools. Seeing how LGBTQ+ culture has been embraced in colourful Pride events and the peppering of queer characters in the media, you could be forgiven for thinking we had turned a corner in equality. We have come a long way, triumphing over the Section 28 policy (the 1988 amendment to the UK Educational Bill silencing queer teachers) and the partial decriminalisation of homosexuality. We have fought hard for rights to marry, adopt and live our lives showing our “True Colors” to quote Cyndi Lauper.
Digging deeper, you realise how far we still need to go. The ILGA (2020) reports 70 countries still criminalise homosexuality; 6 punishable by death, 57 with lengthy prison sentences. Only 68 countries offer broad protection for their LGBTQ+ population. High profile media events point to continued educational need. Florida’s “Don’t Say Gay” Bill (March 2022) mirror’s Thatcher’s vindictive 1988 Section 28. We have not learned. Cripplingly unfair acts such as harsh laws to imprison LGBTQ+ people for life in Uganda reported by the BBC in March 2023 marginalise our community.
The UK once topped the ILGA table of European countries for LGBTQ rights (2015), but slumped 14 places by 2022, accredited to governmental failures and its abandonment of its promise on gender recognition and equality plans. The statistics speak for themselves. Galop (2021) reported “LGBT+ hate crime is disproportionately on the rise in the UK.” Two thirds of LGBTQ+ people experienced homophobic violence or abuse. This likelihood only increases for ethnic minority and trans people.
The question we have to ask ourselves is; why?
Bullying is borne from ignorance. Section 28 has long-lasting effects on our educational establishments. Stonewall reports LGBTQ+ students are twice as likely to have been bullied than their non-queer compatriots (42% compared to 21%). Teachers echo this; 85% of secondary and 45% of primary staff acknowledge homophobic bullying in their schools.
With less than half of LGBTQ+ students (48%) experiencing positive messaging to support them, it is high time we as educationalists did something about it. The government introduced Relationships and Sex Education Guidance (2019) but left it open to interpretation stating:
“Schools should ensure that all of their teaching is sensitive and age appropriate in approach and content. At the point at which schools consider it appropriate to teach their pupils about LGBT, they should ensure that this content is fully integrated into their programmes of study for this area of the curriculum rather than delivered as a standalone unit or lesson. Schools are free to determine how they do this, and we expect all pupils to have been taught LGBT content at a timely point as part of this area of the curriculum.” (DfE, 2019)
Robert Long (2023), concludes schools are still not required to “promote” same-sex marriage:
“Governors, teachers and non-teaching staff in schools, parents and pupils, are free to hold their own religious or philosophical beliefs about marriage of same sex couples.” (Long, 2023)
Schools need help to sensitively support all pupils and tackle the endemic victimisation. They need to address inequality and inclusion in their curriculum and how they support diverse families. There is little guidance for parents themselves.
From my own experience of coming out, my parents found it traumatic; relating it to grieving as they tackled a myriad of questions, hyped by media negativity:
- Would I grow up happy and fulfilled?
- Would I be bullied?
- Would I die of a terrible disease?
- Would they have grandchildren?
Though this was in the 2000s, it is still a very real issue for some individuals today.
Recently, I worked with international colleges supporting staff and students from countries with poor human rights for LGBTQ+ citizens. I became fascinated by the term “Straight Privilege.” Those not identifying as LGBTQ+ do not have to come out, or seek out role models in the public eye. It is an interesting concept to explore.
As a headteacher, influenced by Andrew Moffatt, I introduced weekly “No Outsiders Assemblies.” Using news images, I positively identified people who stood up for their rights or succeeded despite potential marginalisation. This ranged from Malorie Blackman’s interpretation of historical figure, Rosa Parks for Doctor Who and Jacinda Ardern’s maternity arrangements as New Zealand’s Prime Minister, to discussing the controversies of a gay kiss at the 2018 Winter Olympics.
Working with a family whose children experienced bullying for having same sex parents, inspired me to publish my first children’s book “The Best Mummy Snails in the Whole Wide World.” Since, I have delivered countless assemblies, workshops and key notes speeches aimed at fighting the corner and being the role-model, I never had in school.
My Allyship Journey - Part 2
Written by Ben Hobbis
Teacher, Middle Leader and DSL. Founder of EdConnect and StepUpEd Networks.
ally (noun): a person or organisation that actively supports the rights of a minority or marginalised group without being a member of it.
allyship (noun): active support for the rights of a minority or marginalised group without being a member of it.
I’ve been an ally for all my adult life. However, it was only a few years ago I recognised this. Initially I realised I was an ally for women, or a #HeForShe.
The reason for recognising I was an ally for women (or sex equality/equity), was my previous experience. Working as a retail and Human Resources professional, I had been an ally for women. I’d worked with women who had been through pregnancies and were returning to work, women who had gone through a miscarriage, women who were working flexibly. I also worked within female heavy environments often with men who did not understand, empathise or appreciate what was happening around them. Hearing sexist comments and people laughing/ not challenging. I realised I didn’t like it. I realised it was wrong.
Upon joining education, I thought on entering a female heavy profession, surely there’s no gender inequalities here. Oh how wrong I was. I followed #WomenEd, I’d first known about them because one of the co-founders, Keziah Featherstone was one of my teachers. I then read more and more, I read blogs, I bought and read their blog, I attended virtual events and I even spoke at an event as a #HeForShe.
I then followed many of the other grassroots networks: BAMEed, LGBTed, DisabilityEd, Mindful Equity, Diverse Educators and many more. I continued to read, to educate myself, to try and understand the problem, whilst I knew I wasn’t living it myself. After reading, hearing people talk at online events, hearing their stories, often including stories of mistreatment, discrimination and inequity.
I then realised I was not just an ally for gender, but all protected characteristics, I was an inclusive ally.
I’ve learnt more and more about myself and my allyship journey, learning how I can become a better ally. This will be a lifelong journey for me.
Julie Kratz @NextPivotPoint refers to the term ally as an umbrella term. They state there are five key roles to being an ally: the mentor, the sponsor, the advocate, the coach, the challenger. I know I’m an advocate, but am I the mentor, sponsor, coach and challenger? I’m probably not as strong there, so that’s my challenge now, to continue to reflect on and develop my role as an ally in society. Therefore, I’m sharing my allyship goals:
- Challenge the usage of language.
- Coach and Mentor others to become allies.
- Advocate for equity by amplifying DEI through social media, my networks, and my day job.
- Sponsor and nurture diverse talent inside and outside of work.
To achieve this, I know I need to engage more with fellow allies and the networks I engage with, as well as those I am an ally to. Therefore, another goal is to attend an in-person event (or more than one) for a network I am an ally to. This will enable me to further develop and amplify as an ally.
As the world continues to evolve, so does my allyship.
The Intersection of Diversity and Climate Justice
Written by Ndah Mbawa
Ndah runs Happier Every Chapter, a literacy service committed to helping schools and families improve diversity awareness and reading attainment through library diversity audits and the provision of diverse, inclusive and representative bestsellers for children. Her passion for decolonising mindsets within the school-to-workplace pipeline and supercharging the will/skill to read is shared by her teenage daughters, Kirsten & Aiyven.
The issue of climate change affects us all regardless of race, ethnicity, gender, or socioeconomic status. Be that as it may, it is becoming increasingly clear that certain communities are disproportionately more impacted by the effects of climate change, and that these communities often belong to groups who have historically faced discrimination and marginalization. The intersection of diversity and climate justice is one that cannot be ignored. It must be addressed if the hope to build a sustainable and just future for all is to be realised.
Take the uneven distribution of environmental burdens and benefits as a case in point of how diversity intersects with climate justice. Largely, communities of colour and low-income communities are more likely to live near polluting industries and toxic waste sites, and are therefore more likely to suffer from the health impacts of pollution and environmental degradation. When I watched the critically acclaimed Erin Brokovitch in 2000, I didn’t realise the issue was as severe as Black People being 75% more likely to live in fence line communities than White People in the United States. These same communities are also more likely to experience the devastating effects of climate change, such as flooding, heat waves, and droughts. They are therefore facing a double burden: more likely to be exposed to environmental harms, and more vulnerable to the impacts of climate change. Coming back to our shores, according to the Environment Agency, households within 20% of the most socially deprived areas in the UK have a greater likelihood of flood risk than households in less deprived areas. The Grenfell tower fire incident of 2017 revealed a deep division between the rich and poor. Had the cladding which the developers used as a case for climate change to reduce the operational energy/emission costs not been flammable, we wouldn’t be having this conversation. The tragedy of this community which even though located in one of London’s wealthiest boroughs had become the most unequal place in Britain, exposed the underlining gaping social inequalities in our society as well as poorly informed climate change/justice initiatives and weak control over conditions pertaining to the already constantly degrading state of low-cost renting. This Guardian article put it well when it said, “fire is an inequality issue”.
Whether in North America, Europe, Australia or Africa, the recognition of traditional knowledge and indigenous perspectives is waning to dire levels. Indigenous communities who have thrived and lived in harmony with the natural environment for thousands of years have developed sophisticated strategies for adapting to changes in the climate. However, today, these communities are often excluded from decision-making processes around climate justice and have little to no voice in shaping policy. Makes you wonder how much education on climate change reaches communities like this in the first place. Surely the Inuit communities in the Greenland or Quebec who are experiencing melting sea ice making hunting and fishing more dangerous and unpredictable wouldn’t mind contributing to initiatives that may affect the future of their natural environment? Maybe we are missing a trick. Maybe by recognizing and valuing traditional knowledge and indigenous perspectives, we can build more sustainable and resilient systems that are better equipped to address the challenges of climate change in those particular places. For the climate justice movement to be inclusive, equitable and authentic, diversity of the key players is critical. Being a global problem, it requires collective action with engagement of a wide range of stakeholders from all impacted communities whether that be the younger generation, women, global majority people and others who have traditionally been excluded from decision-making processes.
Suffice to say, the intersection of diversity and climate justice is a critical issue that demands our urgent attention and action. The hope of a sustainable and just future for all might be a bit of a struggle to achieve without the due address that this status quo needs. There’s no denying the impact and relentless onslaught of climate change but as a collective we don’t seem ready. Hurricane Katrina in 2005 showed just how much when the low-income communities in New Orleans were disproportionately affected because they lacked the resources to evacuate or rebuild their homes.
While we carry on with efforts to educate our generation, we mustn’t forget the younger generation who will bear the brunt of our actions and decisions. It is also vital to educate them on climate change and how they can limit its advancement. One excellent way to do this is through books. Have a read of our blog post with some amazing book recommendations to teach children all about climate change in celebration of Earth Day.
If you are an educator looking to improve the literacy outcomes of your pupils especially the lowest attaining 20% or you simply want to diversify your school library collection, then speak to us. Happier Every Chapter works with schools, academies across the UK to improve reading attainment and diversity awareness through diversity audits and monthly boxes/bundles of diverse, inclusive and representative bestsellers with different curriculum aligned themes each month.