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Challenging Homophobic Language

Challenging Homophobic Language. School Name. Aims. To help schools challenge and respond to homophobia in the context of developing an inclusive, safer and more successful school environment for all. Objectives.

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Challenging Homophobic Language

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  1. Challenging Homophobic Language School Name

  2. Aims • To help schools challenge and respond to homophobia in the context of developing an inclusive, safer and more successful school environment for all.

  3. Objectives • To examine the impact which homophobic language can have on pupils and school community • To develop and practice different ways of responding to homophobic language • To explore ways of preventing homophobic language through a collective approach

  4. Audit Discussion in groups

  5. Stereotypes • As a group call out all the names, phrases, stereotypes and labels that are associated with each group • Lesbian • Gay Man • Bisexual • Heterosexual • Think about when we first begin to form our sexual identity –early age • What impact do we think this could have on an LGB person?

  6. Experience of Homophobia in Every Day Life Experiencing Homophobia • In an open place (including from strangers) 44.2 • Visiting Bars 13.2 • Visiting Youth Club 9.1 • Being provided health services 2.6 • Voluntary Community organisations 2.6 • At school from other students 51.9 • At school from staff 15 • At work from staff/colleagues 19.8 • At home from neighbours 14 • At home from other tenants 7 • Visiting restaurants and other eateries 13.2 (source: Out On Your Own, McNamee, 2006)

  7. Effects of Homophobia on Mental Health Young people who identify as LGBT are – • At least 2.5 times more likely to self harm.. • 5 times more likely to be medicated for depression.. • At least 3 times more likely to attempt suicide • 20 times more likely to suffer from an eating disorder than their heterosexual counterparts. • Information taken by the “Shout Report 2003”

  8. The Statistics • 99 per cent of lesbian, gay and bisexual young people hear phrases such as ‘that’s so gay’ or ‘you’re so gay’ in school • Only 10 per cent of gay young people say that staff intervene every time they hear homophobic language • 84 per cent of gay young people are distressed when they hear the word ‘gay’ used as an insult • 68 per cent of parents don’t know if their children’s school has policies to tackle homophobic language.

  9. Social Networking NoHomophobes.com looks at the use of homophobic language on Twitter and found that: So gay: used on average over 10,000 times daily No homo: used on average over 10,000 times daily Faggot: used on average over 45,000 times daily Dyke: used on average over 4,000 times daily

  10. Barriers to Tackling Homophobic Language • Young people tell us that homophobic language it is rarely treated in the same way as racist or sexist language. • Almost half of secondary school teachers and a quarter of primary school teachers think that the homophobic language they hear is ‘just harmless banter’.

  11. Barriers to Tackling Homophobic Language • One in six secondary school teachers say homophobic language is ‘too common to intervene in every instance’. • Nearly one in five gay young people (17 per cent) say that teachers within a school make homophobic comments. • The biggest barrier to tackling homophobic language is a lack of training and support. Most teachers want to challenge homophobic language but lack the confidence to do so.

  12. What Schools can do – the Basics • There are many different ways to go about tackling homophobic language, but the most important thing is to get the policies and processes in place to underpin your work

  13. The Basics • Policy • Parents • Training • Taken seriously • Consistency • Evaluate interventions and follow up with staff • Reporting and recording • Explaining Language

  14. Why should we challenge homophobic language?

  15. Schools have a duty to safeguard the wellbeing of all young people in their care. Failure to respond to homophobic language can have an impact on pupils’ confidence and self-esteem, as well as their attainment at school.

  16. How should we respond to homophobic language?

  17. “That is sooooo GAY!” • Rarely referring to sexual orientation • Remind pupils what gay means; - that it’s not a negative thing; - that it’s hurtful to people who are gay and to young people whose parents and carers, family members, or friends are gay. • Remember, schools always tackle racist language. The use of homophobic language should always be challenged in the same way

  18. Responses • Organisational • Question • Challenge • ‘I’ messages

  19. Organisational Responses • “The ground rules we agreed at the beginning of the lesson said we would show respect to others.” • “The school anti-bullying/behaviour policy is clear that homophobic language will not be tolerated.” • “This school does not tolerate language like that.”

  20. Question • “What do you mean by that?” • “What makes you think that?” • “Do you mean that as a compliment or an insult?” • “Do you realise that what you said is homophobic?” • “Would you feel happy if someone was talking like that about your sister/brother?” • “Can you explain what you mean by calling that (object) gay?”

  21. Challenge • “Language like that is not acceptable.” • “You might not think that remark is offensive, but many would.” • “Let us talk about why people think like that.”

  22. ‘I’ Messages • “I am not happy with what you said.” • “I am really surprised to hear you using that type of homophobic language.”

  23. Putting it into Practice • 3 Scenarios • Discus each scenario with your group. • Decide on what you would feel comfortable saying to challenge the pupils in the scenarios given.

  24. Scenario 1 You are walking past a group of year 9 boys who you do not teach. You over hear one say, “Mr. Kennedy is a right fruit”.

  25. Scenario 2 Mark is new to the school and is in your Year 8 form group. As the form group come into the class you hear Louise say, “Mark, those trainers you are wearing are really gay.”

  26. Scenario 3 You over hear a group of girls talking about a girl in the year group who has same sex parents. Amy says, “ I bet Julie’s a lezzer too.” The group are laughing loudly at this.

  27. Scenario 1 • “The school policy says that we are all responsible for making the school a safe place for students and teachers. That kind of language is homophobic and will make people feel unsafe. Therefore it is not acceptable.” • “Have you ever considered what it must be like for gay people to hear that kind of stuff? How do you think it is going to make them feel?”

  28. “You can not tell whether someone is gay or straight just from how they look or behave. Gay people are all very different, just like straight people are.” • “I am really surprised and disappointed to hear you say that. I hoped you would recognise that it is important to treat everyone, including gay people, with respect and that it is therefore wrong to use such homophobic language.”

  29. Scenario 2 • “That kind of language is homophobic and you know it is against school policy to make homophobic remarks. Homophobia is as bad as racism and sexism.” • “What do you mean they are gay? Is that a compliment? You are right; Abdul’s trainers are very nice!”

  30. “Have you ever considered what it must be like for gay people to hear that kind of stuff? How do you think it is going to make them feel if they keep hearing the word gay used in a negative way?” • “I am really disappointed to hear you talking in that way. I hoped you would welcome new students and make them feel supported. I also thought you would realise that using the word gay in a negative way is offensive to gay people and therefore would not use that kind of homophobic language.”

  31. Scenario 3 • “Amy, in this school, we do not use homophobic language like that. There is nothing wrong with being a lesbian.” • “How do you think Julie feels hearing you talk about her mum like that? How do you think her mum would feel? Would you like it if someone said nasty things about your mum?”

  32. “It does not matter whether someone has two mums or two dads. The important thing is that they love and look after each other and that they love and look after their children.” • “I am really disappointed to hear you talk like that Amy. I hoped you had realise that it is important to be kind to everyone.”

  33. Top 10 What we CAN do

  34. TEACHERS AND SCHOOL STAFF MUST CHALLENGE HOMOPHOBIC LANGUAGE EVERY TIME THEY HEAR IT 1

  35. MAKE SURE THAT PUPILS UNDERSTAND WHY HOMOPHOBIC LANGUAGE IS OFFENSIVE 2

  36. INCLUDE HOMOPHOBIC LANGUAGE IN ANTI-BULLYING POLICIES AND PROCEDURES 3

  37. INVOLVE SENIOR MANAGERS IF HOMOPHOBIC LANGUAGE PERSISTS 4

  38. INVOLVE PARENTS IF PUPILS PERSIST 5

  39. INCORPORATE LESBIAN, GAY AND BISEXUAL PEOPLE INTO THE CURRICULUM 6

  40. ADDRESS HOMOPHOBIA AND LGB EQUALITY IN YOUR LESSONS 7

  41. USE ASSEMBLIES TO ADDRESS PROBLEMS OR PROMOTE POSITIVE MESSAGES ABOUT GAY PEOPLE 8

  42. USE POSTERS AND PUBLIC DISPLAYS 9

  43. INVOLVE PUPILS 10

  44. Signposting It is important for a young person to know about the support organisations which exist in Northern Ireland. These organisations are best-placed to answer any in-depth questions a young person may have, they can provide support and advice in a professional and affirming way. HERE NI - 028 9024 9452 Lesbian Line - 028 9023 8668 hello@hereni.org The Rainbow Project – 028 9031 9030 Gay Helpline – 028 9032 2023 gavin@rainbow-project.org Cara-Friend – 028 9089 0202 Youth Action – 028 9024 0551 admin@cara-friend.org.uk GLYNI – 028 9089 0202 mark.brown@cara-friend.org.uk Belfast Education and Library Board – Gillian Cuthbert gillian.cuthbert@belb.co.uk

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