TY  - UNPB
EP  - 152
AV  - public
ID  - discovery10020552
N1  - Thesis: (EdD) University of London Institute of Education, 2008.
PB  - Institute of Education, University of London
A1  - Warwick, Ian Frederick Melvin
Y1  - 2008///
M1  - Doctoral
N2  - Schools have a responsibility to prevent all forms of bullying, including that related to
sexual orientation. However, to date relatively little is known about how schools are
successfully tackling homophobia and homophobic bullying. The aim of this study
therefore was to generate new knowledge about how three secondary schools in
South London, England, were engaging with and addressing homophobia.
A coeducational, a boys' and a girls' school were selected ? each having conducted
work to counter homophobic bullying. In each school, individual interviews were
conducted with three members of staff and group interviews were conducted with
pupils drawn from two Year groups (from Year 9, 10 or 11). Information was also
drawn from the schools' latest Ofsted report. Interviews were audio-recorded,
transcribed and data analysed thematically by way of successive approximation.
Work on homophobia and homophobic bullying was said by staff to be part of the
commitment by schools to counter bullying in all its forms, to extend equal
opportunities and to promote an inclusive whole school ethos. This they did through
policy development, continuing professional development and, in particular, through
Personal Social and Health Education and Citizenship. However, more needed to be
done in each school to ensure that all staff were competent to address homophobia.
Pupils stated that they were keen that homophobic bullying should be tackled in their
school ? although some noted that they would find it difficult, themselves, to take an
anti-homophobic stance. Pupils stated that work carried out in schools had some
influence on them ? although as important was personal contact with lesbians and gay
men and the media.
Findings are discussed in relation to the utilisation of national policies and
programmes, school improvement through preventing homophobia, extending Sex
and Relationship Education, and teaching about same-sex sexuality as a noncontroversial
issue. Implications for my own professional practice are outlined.
TI  - Addressing homophobia in three secondary schools in South London
UR  - http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535086
ER  -