Inclusion Narratives within LGBT+ education
Lead Research Organisation:
Durham University
Department Name: Education
Abstract
Brief Background
As first proposed in 2017, in 2020 all schools in England will be mandated to include some form of discussions of LGBT+ identities within Relationship and Sex Education (RSE). This mandated inclusion stretches only to an unnamed degree of inclusion within the RSE area of the curriculum. Given that there is no guidance or objective to include LGBT+ identities in the wider curriculum, tokenistic inclusion remains a potential. The long implemented SOGI 123 programme of LGBT+ inclusion running in schools in British Columbia stands as an interesting contrast; the SOGI 123 programme strictly states that LGBT+ inclusion must be spread throughout the curriculum. Comparative discourse analysis into these programmes and their goals of inclusion is ripe for study.
Objectives & Research Questions
What is the nature of inclusion for LGBT+ minorities within the British Columbian SOGI 123/ other Canadian programmes, and the UK's LGBT+ Inclusive Curricular Mandate (2020)? How is LGBT+ inclusion framed by those educators charged with its delivery? How is children's literature used as a means of inclusion?
This project aims to be the first of its kind to examine these international and vastly divergent systems of LGBT+ inclusive education. In such an examination this research aims to elucidate whether the aims of inclusivity towards LGBT+ minorities in schools are reflected in the policy discourse and teachers' reports of preparedness. This research would likewise aim to achieve lasting connection networks internationally between researchers, schools and policy makers to discuss best practice and innovative opportunities.
Purpose & Necessity
Not only would the project be hugely informative to Canadian and UK LGBT+ policy makers, it would likewise be of use to teachers, and perhaps most significantly, our LGBT+ students. Currently, the UK's curricular inclusion mandate has been proposed without reference to national or international research into currently implemented LGBT+ inclusive education, and little guidance has been given regarding approaching inclusion. This risks schools viewing the curriculum announcement's goals of LGBT+ inclusion as fulfilled through nominal, isolated and tokenistic inclusion.
The significance of the project is seen in the creation of lasting inter- and intranational ties. This project will be overseen by expert Professors, from the top two Canadian universities offering novel and interesting opportunities for diverse research perspectives and excellent opportunities for learning and collaboration. Through networking to create diverse groups for knowledge exchanges and networking, dynamic approaches to methods of inclusion can be better achieved.
Procedures & Timeline
Whilst this chart focuses on the placement timeframe, before my placement I would apply for ethical approval and liaise with schools within British Columbia and Toronto. After the placement, I would conduct interviews within the UK and seek to publish my work. During my placement, I would start with a review of international LGBT+ inclusion objectives, and then move on to conducting interviews with a range of educators, focusing on the perceived efficacy of the programme and the discourse of inclusion stated by teachers. Lastly, I would conduct a thorough discourse analysis upon the nature of inclusion within teachers' perceptions of SOGI 123 and the programme itself. Just under three weeks before the end of my placement, I would travel back to the UK via Toronto in order to gain further perspectives on Canadian inclusion education and to create research links with the University of Toronto. Such would then be contrasted with both a review of the UK policy and identical interviews, the latter of which would be undertaken in conjunction with my PhD project.
As first proposed in 2017, in 2020 all schools in England will be mandated to include some form of discussions of LGBT+ identities within Relationship and Sex Education (RSE). This mandated inclusion stretches only to an unnamed degree of inclusion within the RSE area of the curriculum. Given that there is no guidance or objective to include LGBT+ identities in the wider curriculum, tokenistic inclusion remains a potential. The long implemented SOGI 123 programme of LGBT+ inclusion running in schools in British Columbia stands as an interesting contrast; the SOGI 123 programme strictly states that LGBT+ inclusion must be spread throughout the curriculum. Comparative discourse analysis into these programmes and their goals of inclusion is ripe for study.
Objectives & Research Questions
What is the nature of inclusion for LGBT+ minorities within the British Columbian SOGI 123/ other Canadian programmes, and the UK's LGBT+ Inclusive Curricular Mandate (2020)? How is LGBT+ inclusion framed by those educators charged with its delivery? How is children's literature used as a means of inclusion?
This project aims to be the first of its kind to examine these international and vastly divergent systems of LGBT+ inclusive education. In such an examination this research aims to elucidate whether the aims of inclusivity towards LGBT+ minorities in schools are reflected in the policy discourse and teachers' reports of preparedness. This research would likewise aim to achieve lasting connection networks internationally between researchers, schools and policy makers to discuss best practice and innovative opportunities.
Purpose & Necessity
Not only would the project be hugely informative to Canadian and UK LGBT+ policy makers, it would likewise be of use to teachers, and perhaps most significantly, our LGBT+ students. Currently, the UK's curricular inclusion mandate has been proposed without reference to national or international research into currently implemented LGBT+ inclusive education, and little guidance has been given regarding approaching inclusion. This risks schools viewing the curriculum announcement's goals of LGBT+ inclusion as fulfilled through nominal, isolated and tokenistic inclusion.
The significance of the project is seen in the creation of lasting inter- and intranational ties. This project will be overseen by expert Professors, from the top two Canadian universities offering novel and interesting opportunities for diverse research perspectives and excellent opportunities for learning and collaboration. Through networking to create diverse groups for knowledge exchanges and networking, dynamic approaches to methods of inclusion can be better achieved.
Procedures & Timeline
Whilst this chart focuses on the placement timeframe, before my placement I would apply for ethical approval and liaise with schools within British Columbia and Toronto. After the placement, I would conduct interviews within the UK and seek to publish my work. During my placement, I would start with a review of international LGBT+ inclusion objectives, and then move on to conducting interviews with a range of educators, focusing on the perceived efficacy of the programme and the discourse of inclusion stated by teachers. Lastly, I would conduct a thorough discourse analysis upon the nature of inclusion within teachers' perceptions of SOGI 123 and the programme itself. Just under three weeks before the end of my placement, I would travel back to the UK via Toronto in order to gain further perspectives on Canadian inclusion education and to create research links with the University of Toronto. Such would then be contrasted with both a review of the UK policy and identical interviews, the latter of which would be undertaken in conjunction with my PhD project.
People |
ORCID iD |
| Oakleigh Welply (Principal Investigator) |