Homophobia, transphobia and culture: deconstructing heteronormativity in English primary schools

Abstract

This article presents some of the advances in legal support for addressing homophobia and transphobia in school settings and provides a critique of school‐based policies that focus on these phenomena as particular incidents involving bullies and victims. Defining heteronormativity as a cultural phenomenon underpinning recognisable acts of aggression, the authors describe some of the chief factors that seem to inhibit teachers from addressing sexuality and gender in primary schools. Drawing primarily on data from the No Outsiders project, where primary teachers throughout the UK have collaborated to promote lesbian, gay, bisexual and transgender (LGBT) equalities in their schools and classrooms, the authors argue that heteronormativity should be addressed by purposefully promoting the equality of LGBT people as part of a broader whole school ethos that celebrates diversity and challenges inequities of all kinds.