Objectives Identify the 9 protected characteristics of the Equality Act 201 Understand legal and institutional framework for LGBT integration and how it forms part of the inclusive agenda, embedded in the vision and values of an organisation Identify teaching resources which embed LGBT within designated curriculum area Reflect on own practice of LGBT integration Identify strategies to challenge discrimination (homophobia, biphobia and transphobia) Reflect on own practice of challenging discrimination 3
Keep an open mind Respect others by allowing people to have their say Challenge the view, not the person Contribute via Twitter: #edifund 4 Contributions
Quiz Is a characteristic under the Equality Act 2010 Is not a characteristic under the Equality Act 2010 Categorise your cards under one of the two headings below:
Quiz Which of these are the nine protected characteristics under the Equality Act 2010? 1.Age 2.Disability 3.Size and height 4.Social class 5.Gender reassignment 6.Diet and nutrition 7.Pregnancy and maternity 8.Race 9.Personal hygiene 10.Sex 11.Sexual orientation 12.Wellbeing 13.Accents 14.Hair colour 15.Religion or belief 16.Marriage and civil partnership
The nine protected characteristics under the Equality Act 2010 are: 1.Age 2.Disability 3.Size and height 4.Social class 5.Gender reassignment 6.Diet and nutrition 7.Pregnancy and maternity 8.Race 9.Personal hygiene 10.Sex 11.Sexual orientation 12. Wellbeing 13. Accents 14. Hair colour 15. Religion or belief 16. Marriage and civil partnership
1.It’s an integral part of my teaching, I start with induction and constantly seek opportunities to integrate it in my teaching 2.I leave it alone unless it comes up. 3.It’s got nothing to do with dance, my students come here to learn cha-cha not to talk about LGBT! 4.I don’t want to make this a big deal 5.Why make all this fuss? and anyway I have a schedule to teach 6.I’d like to do it but not sure how Some quotes from your peers…
Why embed LGBT? Internal factors within your organisation Be in line with its vision and values Comply with its Equality and Diversity Policy Foster a positive and welcoming environment for all to learn External factor Fulfil the role of Education to develop the skills of individual? Prepare people for a society inclusive and respectful of differences Comply with Ofsted inspection requirements Comply with Equality Act 2010
Additional things to consider (when embedding LGBT within your curriculum) How well you know your students their educational background and ability to articulate their views their level of exposure to LGBT people their opinion, culture, religion or beliefs Etc
Ofsted Will look for leaders and teachers to achieve great success in establishing a caring and cohesive community where difference is not ‘tolerated’ but celebrated. and how successful their work to tackle homophobia and other forms of discrimination secures a safe and caring environment which promotes students’ achievements, confidence and self-esteem.’ Osfted Report, 120210 What a difference a day makes: Rossett School 10 September 2012
Example of induction PowerPoint at start of course which covers 9 protected characteristics of the Equality Act 2010
Identify categories on application forms Accurately complete a basic form Use and spell correctly some personal key words and familiar words Example of lower level ESOL students categorising headings often found on forms
E1 Describing pictures E2 Describing different kinds of family E3 Describe and compare different kinds of family
Describe a picture (of a civil partnership ceremony) (Sc/E2.3f) Express views, listen and respond to classmates’ opinions (on civil partnership) (Lr/E2.6a, Sd/E2.1c)
There is paucity of embedded LGBT resources in other areas of the adult curriculum here are some suggested examples: Music LGBT composers such as Tchaikovsky, Britten, Ethel Smyth LGBT performers both in classical music and music theatre The often negative characterisation of the ‘gay’ character in opera – eg Berg’s ‘Lulu’ The growth of LGBT music groups in particular choirs in the 1980s following the AIDS crisis Dance LGBT performers/choreographers such as Nijinsky and Diaghilev’s ‘Ballet Russes’ Drama LGBT plays such as Torchsong Trilogy, Angels in America, Laramie Project LGBT companies – Gay Sweatshop LGBT actors – Sir Ian McKellan, Stephen Fry, Ellen Degeneres, Fiona Shaw LGBT directors – Deborah Warner LGBT playwrights – Bryony Lavery
Other resources to explore NIACE ESOL citizenship materials http://www.niace.org.uk/projects/esolcitizenship/Home-Eng.htm http://www.niace.org.uk/projects/esolcitizenship/Home-Eng.htm Stonewall http://www.stonewall.org.uk/at_school/education_for_all/further_education/further_education_resources/default.aspttp://www.stonewall.org.uk/at_school/education_for_all/further_education/further_education_resources/default.asp Homoworld Movie http://www.youtube.com/watch?v=HJXw8PthD0M http://www.youtube.com/watch?v=HJXw8PthD0M The Classroom http://the-classroom.org.uk/ Educate and Celebrate http://www.ellybarnes.com/ http://www.ellybarnes.com/ Schools Out http://www.schools-out.org.uk/ http://www.schools-out.org.uk/ NATECLA London http://nateclaldn.wordpress.com/resources/lgbt-issues-esol-resources/ http://nateclaldn.wordpress.com/resources/lgbt-issues-esol-resources/ Equalitiestoolkit http://www.equalitiestoolkit.com/content/educate-out-prejudice http://www.equalitiestoolkit.com/content/educate-out-prejudice Homemade – create your own resources!
Discussion How do you / would you embed LGBT within your sessions? at induction? within your teaching resources and/ or the materials you use? during tutorials
Slang/derogatory terms for: 22 StraightGay / Lesbian / Trans / Bi
It’s not just about language Body language Gestures Stereotypical portraiture Attitude
Addressing homophobia, biphobia and transphobia Give examples of how you might deal with discriminatory behaviour in your classroom Which strategies do you / have you used?
God hates green chairs All green chairs should be destroyed All chairs should be purple, being green is not natural How does the chair feel? Are these insults or opinions?
Awareness raising Eliciting the difference between: an insult and an opinion accepting and agreeing normal and normative religious teaching and personal interpretation prejudice and bigotry prejudice and discrimination
Opportunities Opportunity for students to express their views in a non offensive way Develop respect Win- win: developing language!
Did you get what you had hoped for from this session?
Evaluation Identify the 9 protected characteristics of the Equality Act 2010 Understand legal and institutional framework for LGBT integration Identify teaching resources which embed LGBT within designated curriculum area Reflect on own practice of LGBT integration Identify strategies to challenge discrimination (homophobia, biphobia and transphobia) Reflect on own practice of challenging discrimination 29
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