The Department of Educational Research at Lancaster University is launching a new online PhD – by coursework and thesis – in Education and Social Justice. It’s a part-time programme undertaken entirely online, over 4 years. The programme is designed to enable experienced professionals worldwide to focus on, and research, social justice issues that are at the heart of their own professional practice and concerns.
Elly Barnes is currently No:1 on the Independent on Sunday’s Pink List for her commitment to LGBT in Education. She has coordinated LGBT History month at Stoke Newington School and in the Hackney Borough since 2005, involving other primary schools, secondary schools, colleges, LGBT organisations and LGBT artists.
In schools, many lesbian, gay, bisexual students, teachers, governors and workers keep their sexuality hidden to guard against possible discrimination, harassment and bullying from pupils or staff. This silence creates a double life, which profoundly undermines successful learning, working or teaching, as it forces the individual to deny a vital part of themselves and thereby renders them less than effective.
The aim of this learning package is to discuss outcomes for a significant group of learners in schools that are often overlooked by school staff and by inspectors.
Working for Lesbian, Gay, Bisexual and Transgender Equality – programme of work from the Government Equalities Office
The Coalition’s ‘Programmer for Government’ made clear our determination to take concerted action to tear down barriers to equal opportunities and to build a fairer society.
(incorporating Sexual Orientation Discrimination 2003, Same Sex Partnership 2004 and Gender Recognition Bill 2004)
For the first time we have legislation that can protect LGB specifically at Work
In December 2003 there came into being new legislation that outlawed discrimination in the workplace only on the grounds of Sexual orientation and Religion/Belief.
The creation of an Anti Bullying policy needs to be as democratic as possible, allowing all the various shades of opinion to be actively listened to and taken seriously. Individuals can only take ownership of the policy if this occurs. The reviewing of the policy should be an ongoing process that allows for rethinking and rewriting as appropriate. Such policies and practices should be dynamic and respond to the changing needs and circumstances of the school and the community.
The creation of an equal opportunities policy needs to be as democratic as possible, allowing all the various shades of opinion to be actively listened to and taken seriously. Individuals can only take ownership of the policy if this occurs. The reviewing of the policy should be an ongoing process that allows for rethinking and rewriting as appropriate. Such policies and practices should be dynamic and respond to the changing needs and circumstances of the school and the community.
Safe to Learn: Embedding Anti-Bullying Work in Schools – Preventing and Responding to Homophobic Bullying in Schools
This guidance provides school governors, heads, teachers and other staff with information about how to prevent and respond to homophobic bullying. It is intended to be read in conjunction with the Department for Children, Schools and Families (DCSF) resources on bullying and behaviour, particularly Safe to Learn, and is to be used against the backdrop of a school’s existing policies.
This briefing has been Discussed with the Department for Education and Employment and checked by them for factual accuracy.
Permission is given for it to be reproduced for non-commercial circulation.