Fifteen Years on: The Legacy of Section 28 for LGBT+ teachers in English Schools

Lee, Catherine (2019) Fifteen Years on: The Legacy of Section 28 for LGBT+ teachers in English Schools. Sex Education. ISSN 1472-0825

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Official URL: https://doi.org/10.1080/14681811.2019.1585800

Abstract

This article examines the legacy of Section 28 of the Local Government Act in England for LGBT+ school teachers between 1988 and the repeal of the Section in 2003. Section 28 stated that ‘A local authority shall not – (a) intentionally promote homosexuality… (b) promote the teaching in any maintained school of the acceptability of homosexuality as a pretended family relationship’. A questionnaire examined the ways in which LGBT+ teachers in England experienced their work environments in 2017–18. The current perceptions of LGBT+ teachers who experienced Section 28 were compared with the perceptions of those LGBT+ teachers entering the profession after the repeal of Section 28 in 2003. Responses suggest that Section 28 continues to adversely affect the LGBT+ teachers who experienced it. These teachers are, in 2017–18, less open about their sexuality, unlikely to engage in the school community with their partner and more likely to see their teacher and sexual identities as incompatible. Whilst a climate of oppression, discrimination and harassment consistent at the time of Section 28 also played contributed to LGBT+ teachers’ experiences, despite advances in equalities legislation those teaching during the Section 28 era are still deeply affected by their experiences.

Item Type: Journal Article
Keywords: LGBT+, Section 28, Homophobia, Teachers, Schools, Diversity, Inclusion
Faculty: Faculty of Health, Education, Medicine & Social Care
Depositing User: Dr Catherine Lee
Date Deposited: 03 Dec 2018 09:44
Last Modified: 14 Nov 2019 16:08
URI: http://arro.anglia.ac.uk/id/eprint/703908

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