17433583- Rachel Heaslip

Assignment 1- Essay:

Impact of difference and intercultural understanding on teaching and learning

‘Sexuality’ in its broadest term describes how individuals express themselves as sexual

beings (Options for Sexual Health, 2016). It describes the importance of sexual expression in

one’s life, how they choose to express that sexuality and to whom they choose their sexual

partner to be (Options for Sexual Health, 2016). In recent years, the topic of sexuality in

schools has become a focus of the media, which has lead to an increased awareness of the

issues that sexuality- diverse students face in their schooling experience, including social

isolation and falling victim to physical and verbal abuse (Ferfolja et al., 2015). These

student’s experiences were also associated with diminished educational outcomes including

higher rates of absenteeism, lower academic achievement and difficulty concentrating at

school (Ferfolja et al., 2015). Power imbalances are created through the reinforcement of

the dominant discourse, highlighted by the policies that sexuality- diverse students (SD) are

affected by. Marxism and Critical Theory are outlined, in reference to the norm of secondary

schools, being that all students are believed to be ‘straight’ (Elliott, 2016), which further

highlights the gap in secondary schools that the issue of sexuality has created. Using these

theories, this essay will focus on how diversity in sexuality might influence students’ life

chances.

Equity is a state of fairness and refers to all individuals being treated per their needs (Alford

et al., 2009) Equity in education, should entail every student receiving the same benefits

and opportunities regardless of the population group they are part of (Alford et al., 2009).

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Australian schools need to close the gap that has sexuality- diverse students feeling like they

don’t belong. Educators need to take action to ensure they are inclusive of all population

groups in the school and need to develop strategies to create a non- homophobic

environment to give these students the best education possible. The article “How you bully

a girl” by Miller (2016) examines sexuality, bullying and homophobia in a group of late

adolescents in an educational society, and looks at creating an equitable environment at

school for all students. Miller (2016), refers to the terms “slut- shaming” “whore” “lesbian”

and “gay”, and discusses how adults and youth perceive these terms differently; adults

understanding these terms to be associated with bullying, whereas adolescents associate

the terms with everyday language, or just being dramatic. Mayo (2015), performed a study

on children who weren’t educated about sex and sexuality by their parents, and how this

affected their learning about sex at school. Mayo (2015) found that those who had been

previously educated by their parents were more open to conversations and were more

likely to use the language in everyday life, contrast to those who had not been previously

educated who found talking about sex to be awkward and offensive. Mayo (2015) also

stated that the use of the terms “slut” and “fag” were more commonly used by those who

were previously educated and had a greater understanding of what the words meant and

how they could use them in a negative way to bully others. Using these terms towards an

individual of sexuality- diverse nature will usually result in the individual feeling encouraged

to embrace it or embarrassed and offended (Elliott, 2016).

In Australian schools, an adolescent embracing their sexuality is often seen as wrong, or is

perceived by other teachers and students as if the individual is confused about himself or

herself (Elliott, 2016). The perception of others plays an important role in a sexuality-

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diverse individual, often being left with a negative perception from others, the individual

feels alone and like they are being treated unfairly in schools and like their teachers allow

other students to bully them (Elliott, 2016). Miller (2016) identifies how sexuality plays such

a significant role in many adolescents’ experiences with bullying and how it differs between

the sexes. She found that boys turn to their masculinity and often turn to homophobic

verbal abuse and are more likely to use physical abuse, whereas girls are more likely to

cyber bully, but most often will use verbal abuse in the ways of slut- shaming and rumour

spreading. Miller (2016) states that slut- shaming and the use of other terms of similar

nature are not only part of a sexualised discourse, but they also can be linked back to

racialized and classed hierarchies.

Hierarchies in schools play an important role in each student’s life, where they fit in the

hierarchy will either positively or negatively impact their schooling life. Sexuality and

bullying effects all levels of the hierarchy, meaning sexuality- diverse students have

nowhere to hide. Miller (2016) gives the examples of lower-class students referring to

upper-class students as “rich bitches” or “trashy white kids” and mentions that most of

them will ignore it since it is coming from a student who is lower than them, but there are

always few students who will take offence to the remarks. The second example Miller

(2016) gives is the opposite, looking at the upper-class students showing their power by

constantly referring to the lower-class students as trash, as they know this will have a

detrimental effect on their education. The theory of Marxism is outlined in this example,

showing that high- class students will use their power to ‘out’ students of sexuality-diverse

nature, as they feel they have a sense of control over those students.

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Social reproduction, as a framework, can help to eliminate class structures and power

dynamics in schools. Ollis, & Harrison (2016) Created a framework using Australian health

promotion to increase the capacity of sexual education taught in schools. The health

promotion strategy was implemented and tested in schools across Victoria and focused on

community engagement to develop sexuality as a key school policy. The NSW Teachers

Federation (2011) and the Victorian State Government of Education and Training (2014),

had previously developed frameworks to increase the awareness of Sexuality in schools,

which Ollis & Harrison (2016) reviewed and created their own off the back of this existing

framework. They concluded that by accepting the sexuality- diverse groups into their

society, and allowing individuals from these groups and other groups in the community to

contribute to the policy, they could then establish a successful strategy to successfully teach

sexuality in schools, which fit in with the outcomes of the Victorian school curriculum. The

teaching methods developed included creating an equal culture in the classroom free of any

class structures (NSW Teachers Federation, 2011), being open to all conversations with

students and establishing boundaries about specific language such as discouraging the use

of the words ‘fag’ and ‘slut’ and other varieties of these words, and opening yourself up to

helping students from any background, ensuring they feel a sense of equity in the classroom

(Ollis & Harrison, 2016).

The dominant discourse of sexuality in schools is that all students are ‘straight’ (Lucassen &

Burford, 2015). Critical Theory in schools relates to the ‘straight’ students portrayed as

being perfect and that any students who do not fit this criterion will never be treated

equally. Society has formed this view of ‘straight is the only way’ due to the lesbian, gay,

bisexual, transgender and queer (LGBTQ) community still not being recognised in the whole

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Australian community (The Conversation, 2014). Ponzetti (2016), speaks of a framework

that Australians should be aiming to implement, which speaks about how recognising and

accepting the LGBTQ community into society will make people think about the group and

how their views as society will change, which in turn will eventually positively impact

adolescents as sexuality- diverse groups become recognised for who they truly are,

members of everyday society.

The LGBTQ community has been focused on very closely in the media in recent years, which

reiterates the point that every member of Australian society would have thought about the

group at some stage. Brightly coloured campaigns, Mardi Gras, and the highly focused issue

of legalising same-sex marriage in Australia have changed the way society looks at these

groups, allowing sexuality-diverse individuals to feel a sense of belonging and normality

(The Conversation, 2014). In more recent times, the mainstream media has focused closely

on bullying and sexuality in schools because of this shift in society. Ferfolja et al. (2016),

stated that due to this increased awareness, it has become more apparent to teachers to

develop anti-homophobic culture in classrooms and to show that they are supportive of

every student regardless of their sexuality. In recent years, the Victorian State Government

of Education and Training (2014) has reviewed how sexuality was taught in Victorian schools

and has implemented strategies for teachers to effectively talk about sexuality, being

inclusive with all students and knowing how to control conversations if they start to go away

from topic.

Upon reflection, teaching in my key learning area of PDHPE would be enhanced by a greater

knowledge of sexuality diversity. PDHPE is an important subject in regards to sexuality, as

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the curriculum of PDHPE includes teaching about sexuality and sexual health (NSW Teachers

Federation, 2011). Having a greater awareness of sexuality- diverse students in my class and

implementing the strategies mentioned would allow me to teach the topic with caution and

understanding of each students’ needs, providing an equitable environment within my

classroom (Lucassen & Burford, 2015). One example of where sexuality may become an

issue in my key learning area is in the practical component of PDHPE, when it comes to

student having to change clothes. If there are any sexuality- diverse students may feel

uncomfortable sharing a change room with other students (or they may feel uncomfortable

sharing with the LGBTQ student), providing me as the teacher with an issue to overcome.

Using my training and implementing strategies such as attaining to each student’ needs, I

would encourage this student to use a separate cubicle to avoid any issue, or to use the

bathroom after other students. If the student was offended by this I would have a private

conversation with them after the class to explain this.

In conclusion, the studies performed by Miller (2016), and Mayo (2015), and the discussion

on The Conversation (2014), highlight the impact dominant discourse has in the lives of

sexuality- diverse students in schooling environments. They outline the importance of

equity in schools and how understanding each students’ backgrounds and individual needs

can establish a fair environment for all students to thrive. Using Marxism and social

reproduction as a framework to destroy power structures in schools is an effective way to

establish this equitable environment. Teaching strategies such as the ones outlined by the

NSW Teachers Federation (2011), and the Victorian Government of Education and Training

(2014), provide teachers with various strategies to develop effective learning environments

in their classrooms, with a big focus on creating a non- homophobic culture in schools. The

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gaps created by sexuality- diverse students as highlighted at the start of the essay can

effectively be reduced by implementing these strategies spoken about and by continuing to

establish new platforms to work off. The greater Australian community plays a big role in

sexuality- diverse students’ lives, the sooner a community accepts the LGBTQ community

into the society, the better off these adolescent’s lives will be. The media will continue to

focus on these issues in the community until they are resolved, but in the meantime

teachers should be focusing on how they can be trained on these strategies and how they

can make a difference in their schools by implementing them.

Word Count: 1919

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References:

Alford, B. J., Ballenger, J., Bouillion, D., Coleman, C. C., Jenlink, P. M., Ninness, S.,

…Trautman, D. (Eds.) (2009). Equity issues for today’s educational leaders: Meeting the

challenge of creating equitable schools for all. Texas, TX: Austin State University.

Elliott, S. (2016). When sexuality goes to school: queer possibilities and tensions. Sex

Roles, 74(9-10), 472-474. Doi: 10.1007/s11199-016-0590-5

Ferfolja, T., Jones-Diaz, C., & Ullman, J. (2015). Understanding Sociological Theory for

Educational Practices (1st ed.). West Nyack: Cambridge University Press.

Lucassen, M., & Burford, J. (2015). Educating for diversity: an evaluation of a sexuality

diversity workshop to address secondary school bullying. Australasian Psychiatry, 23(5),

544-549. Doi: 10.1177/1039856215592324

Mayo, J. (2015). Adults’ complicity in limiting students’ understanding of sex, gender and

sexuality at school. Sex Education, 16(1), 105-110. Doi: 10.1080/14681811.2015.1094944

Miller, S. (2016). "How you bully a girl": Sexual drama and the negotiation of gendered

sexuality in high school. Gender & Society, 30(5), 721-744. Doi: 10.1177/0891243216664723

NSW Teachers Federation. (2011, August). Gender, sexuality and identity. In J. Diamond

(General Secretary), Decision of the 2011 Annual Conference. Conference conducted at the

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meeting of the NSW Teacher Federation, Surry Hills, NSW. Retrieved from:

https://www.nswtf.org.au/files/gender_sexuality_and_identity_policy_0.pdf

Ollis, D., & Harrison, L. (2016). Lessons in building capacity in sexuality education using the

health promoting school framework. Health Education, 116(2), 138-153. Doi: 10.1108/he-

08-2014-0084

Options for Sexual Health. (2016). Sexuality. Retrieved from:

https://www.optionsforsexualhealth.org/sexual-health/sexuality

Ponzetti, J. (2016). Evidence-based approaches to sexuality education (1st ed.). New York,

NY: Routledge.

The Conversation. (2014). Australian schools must promote LGBT-inclusive education.

Retrieved from: http://theconversation.com/australian-schools-must-promote-lgbt-

inclusive-education-23260

Victorian State Government of Education and Training. (2014). Talking Sexual Health: A

National Framework. Retrieved from:

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/social/ph

ysed/talksexhealth.pdf