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George-Konstantinos Charonis Education & Social Inclusion Officer Executive Board Member IGLYO Minimum standards to combat homophobic and transphobic bullying.

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Presentation on theme: "George-Konstantinos Charonis Education & Social Inclusion Officer Executive Board Member IGLYO Minimum standards to combat homophobic and transphobic bullying."— Presentation transcript:

1 George-Konstantinos Charonis Education & Social Inclusion Officer Executive Board Member IGLYO Minimum standards to combat homophobic and transphobic bullying European Parliament Brussels – 28 January 2014

2 Content Background Minimum standards Principles Potential indicators Next steps

3 Background Stop H8 conference (Oslo, June 2013) – 35 young LGBTQ activists from across Europe – Personal experiences, definitions of bullying, non- formal education activities – Outcome: minimum standards list Supplementary to Guidelines on LGBTQ-inclusive education, Position Paper on Education

4 Minimum Standards

5 1. Policies and training Diversity & anti-bullying policies in educational institutions, explicit reference to SOGIE Diversity training for all staff that includes SOGIE-related issues Staff actively challenge homophobic & transphobic conduct; no victim-blaming

6 2. Student support systems Support for students exposed to or affected by bullying; information on where to seek help Easily accessible and tailored support Confidentiality guaranteed

7 2. Student support systems Signposting to relevant organisations (e.g. LGBTQ youth groups) Eradicating tensions: conflict resolution/intervention programmes

8 3. Systematic data collection Systematically monitoring progress through data collection, tailoring context-specific policies/approach Identifying most prevalent forms of bullying (e.g. cyber-bullying, verbal/physical harassment, …) Addressing all impacts/issues that emerge from research (e.g. insecurity, reduced educational attainment, change of future plans for education, …)

9 4. Multilevel policies and approach Local level: institutional policies (standard 1) National/regional level: Ministries of education – Creating appropriate regional/national frameworks for schools to combat bullying – Support and guidance to educational institutions

10 4. Multilevel policies and approach International level: monitoring countries’ fulfillment of international obligations to ensure right to education for all Active involvement of youth & students, NGOs, LGBTQ orgs at all levels

11 Principles Starting point for Minimum Standards; set framework Apply across activism in the education sector Emerged from Stop H8 conference

12 Bullying: a comprehensive definition & understanding “A learner is bullied when [that learner] is exposed repeatedly over time to aggressive behaviour that intentionally inflicts injury or discomfort through physical contact, verbal attacks, fighting or psychological manipulation. Bullying involves an imbalance of power and can include teasing, taunting, use of hurtful nicknames, physical violence or social exclusion. A bully can operate alone or within a group of peers”* *UNESCO: bullying/bullying/

13 Education: a universal human right Accessible, safe and inclusive learning environments Education as a human right for all – International Covenant on Economic, Social and Cultural Rights – Convention on the Rights of the Child – ECHR

14 Education: a universal human right UNESCO* – Equal opportunity and non-discrimination – Right to quality education for all – Right to respect within the learning environment *UNESCO, Good Policy and Practice in HIV and Health Education Booklet 8, Education Sector Responses to Homophobic Bullying.

15 Visibility and awareness: mainstreaming SOGI issues Recognition & celebration of diversity Societal level: Positive exposure through media, key public figures & institutions, pop culture, …

16 Visibility and awareness: mainstreaming SOGI issues Educational context: mainstreaming – Unbiased approach to SOGI – Acknowledging important LGBTQ figures with open reference to sexuality (history, literature, science, …) – Promoting positive role models

17 Direct youth participation in all processes Inclusive stakeholder approach to bullying, with active student participation Ensuring student ownership of context-specific application of the Minimum Standards Harnessing expertise from LGBTQ (youth) civil society organisations as partners

18 Indicators Potential indicators for each minimum standard, but list not exhaustive Use at local, national, regional & international level E.g. – Minimum standard: Student support systems (2) – Indicator: increase in number of students that are comfortable discussing homophobic/transphobic bullying incidents with members of staff – Level: local/national

19 Next steps Use by activists, schools, national ministries, etc… Implementation… who’s responsibility? What can you do?

20 Thank you for your attention! | | facebook.com/IGLYO |


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