18071434 Assignment One – Jarod Leis

Diversity, Social Justice and Learning

Topic: Classroom Diversity in the Media

Gender and Sexual diversity

The approach of addressing gender and sexual diversity in schools throughout Australia is

failing to adequately meet the challenge of equity and access. This contemporary social

justice issue whilst garnering support in Australian society needs to be more effectively

addressed in the schooling environment. Marxism and Panopticism are two social theories

that aid understanding of the failings of gender and sexual diversity in schools and is

explored through a variety of case studies. Forces of power both internally in a schooling

environment and externally through family and the broader community can influence a

student’s life choices. Australian and broader global dominant societal discourses can further

impact classroom teaching practices and guidelines which ultimately is a factor in a student’s

education. Various departmental policies implemented by the government and various

organisations attempt to address gender and sexual diversity in schools however these

policies have imperfections which can impact transferring the policy to teaching practices.

Whilst Australian schools are on the right path for gender and sexual diversity acceptance, a

lot more needs to be done to satisfactorily address it.

Both gender and sexuality are terms that have been constructed through the society we live

in. Gender cannot simply be defined as the difference between males and females. More

specifically it is an expression that is influenced by many factors which include family,

religion, geographic location and the media (Ferfolja et al., 2015). Two terms that are

commonly associated with gender differences are masculinity and femineity. Males who are

masculine generally are linked with being a warrior, leader and a hunter gatherer whilst

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females who are feminine are delicate, clean and sensitive. However; it is inaccurate to solely

rely on these descriptors of masculinity and femineity to define gender as not all males are

masculine and not all females are feminine. The term sexuality refers to an individual’s

sexual orientation whether they are gay, lesbian, bisexual and many others.

An individual may discover their sexual orientation at a very early age or much later in life

and this is discussed through the ABC article Sexual Identity support in schools. This article

is useful in exploring sexual diversity as it highlights the challenges that lesbian, gay,

bisexual, transgender and intersex (LGBTI) face in rural and regional towns. Factors such as

being isolated or feeling invisible can make situations very difficult for LGBTI students

living in regional towns who may need additional support. The article also addresses some of

the ways that schools are addressing homophobia and supporting LGBTI students through

initiatives such as ‘Think before you speak’ campaign. This campaign is directed at everyone

and urges people to be mindful of what they say as it could unintentionally be offensive or

derogatory towards the LGBTI community. Another initiative that is present in the article is

the rainbow flag being used as a symbol throughout schools and its use is a constant reminder

of inclusiveness and acceptance of gender and sexual diversity.

Sociological theory can help aid explanations of contemporary social justice issues and the

inequality this is present through drawing on principles with scholarly support. Marxism

focusses on economic power and discrimination through the struggle of social classes.

Drawing from Marxist ideologies is the increased emphasis on the areas that need sexuality

and relationship education bolstered. Factors include socio-economic status, indigeneity and

rural location and whilst it can be argued that everywhere needs an improvement in sexuality

and relationship education that rural areas need it most (Hartman, 2011).

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This argument represents the core of traditional Marxist ideologies and an example of this is

through the research by Barbagallo & Boon (2012) into the perspectives of young people and

how sexuality and relationship education is taught in regional Queensland. In the syllabi,

diversity in relation to sexuality education can be seen as fairly silent (Ullman & Ferfolja,

2015) and sexuality and relationship education is up to the discretion of each school which

creates discrepancies from school to school (Barbagallo & Boon, 2012). Through the

Barbagallo & Boon (2012) case study one hundred and ten past students from two institutions

were interviewed and their age bracket was from eighteen to twenty-one. These students were

asked open ended questions about pedagogy and the content that came from the sexuality and

relationship education and whether or not it was useful or knowledgeable or if they received

any at all. The results of this study produced numerous results but Barbagallo & Boon (2012)

noticed initially that most if not all respondents were reluctant to ask teachers questions

regarding sexuality as they felt uncomfortable. The findings from this case study ranged from

students preferring and feeling more comfortable with younger teachers addressing sexuality

and relationship education to it being completely outsourced by professionals (Barbagallo &

Boon, 2012). Whilst this article contains Marxist ideologies it uncovered the lack of

confidence that students have on teachers properly being equipped to teach gender and

sexuality.

Issues that were also discussed in the research undertaken by Barbagallo & Boon (2012) was

that respondents such as teachers felt as risk discussing sexuality and relationship content.

This was due to possible community reaction and also particular belief systems or religious

and cultural ethos in place at the school. This is a great pathway to the second sociological

theory which is Panopticism. Panopticism originally developed by Michel Foucault, is a

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device of power that could be modified to enforce a disciplinary surveillance society

(Foucault, 1985). At risk teachers and the combination of Panopticism is shown through the

case study by Ferfolja and Hopkins (2013) which focusses on lesbian and gay identified

teachers and their experiences around the workplace.

The research by Ferfolja and Hopkins (2013) included fourteen gay/lesbian identified

teachers from metropolitan Sydney and utilised a range of methods for extracting data. These

methods included semi-structured interviews, a focus group and also a document analysis.

The results included a variety of workplace experiences however all encountered regular

surveillance through the form of implicit and explicit control. This is a prime example of

Foucaults ideology of Panopticism and whilst all fourteen teachers are just as qualified as

anyone else they experience scrutiny through surveillance methods in the workplace. The

surveillance could come in various forms such as explicitly having another person monitoring

in the classroom to inexplicitly asking students about their learning experiences. Fitzpatrick

and Kender (2015) mention that the use of such surveillance methods are apparatuses of

security and control and are essential for governing in a way that limits and regulates any

variance. This panoptic level of surveillance can be found through multiple forms. Through

the Ferfolja and Hopkins (2013) research it is noted that micro-cultures can ultimately

determine such experiences. An example of a micro-culture is that teachers who are

employed in schools that are under the jurisdiction of religious organisations could face

discrimination on the grounds of sexual orientation (Ferfolja & Hopkins, 2013). Through

direct and indirect forms of surveillance, teachers are under unnecessary stress which in

relation to sexuality and gender expression in schools, is detrimental to its acceptance and

growth.

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Forces of power whether they come internally or externally can greatly influence student’s

perspectives on gender and sexual diversity in Australian schools. Internally, many teachers

feel they are inadequately equipped to address sexual diversity in the classroom (Ullman &

Ferfolja, 2015). This can be caused by not having the appropriate resources, time or

confidence to address a topic which is garnering social support yet still has its opponents in

society. Research by Ferfolja and Hopkins (2013) addressed that lesbian and gay-identified

teachers have felt a sense of fear and were compelled to hide their sexuality as they feared

discrimination from not just the school but from the broader community. Teachers that are

both inadequately equipped and don’t have the confidence is a pressing issue that needs to be

addressed. This however cannot be simply addressed with an introduction of a strong gender

and sexual diversity policy by the government and appropriate teaching strategies in schools.

Instead, a shift in thinking throughout the broader society coupled with strong support from

the government and their policies is an appropriate strategy.

The absence of teaching gender and sexual diversity in schools can be just as detrimental and

damaging than someone who speaks out and has views that oppose gender diversity. Foucault

(1978) defines this absence or silence as discursively highlighting its inappropriateness and

therefore encouraging the supremacy of heterosexuality. Whether it’s a teacher or a parent

that does not discuss gender and sexual diversity it may infer to the student/child that the

topic is something that should be avoided or not mentioned (Calzo & Ward, 2009). With this

lack of conversation on gender diversity, a child will fail to grasp a deeper and stronger

understanding of it and the multiple perspectives surrounding the topic. This is particularly

important in an age where technology is developing at a rapid pace and the access to a range

of sexualised material externally through electronic sources such as the internet, magazines

and television can construct a child’s perception.

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Australian and broader global societal discourses can also impact classroom teaching

practices and effect a student’s education and beliefs on diversity in and out of the classroom.

Two themes that arise from Australian and global dominant discourses is an underlying

homophobic agenda and that gender and sexuality is still a taboo topic. In Australia the

majority supports gender and sexual diversity throughout society. Although, to state that

Australia is completely accepting of gender and sexual diversity would be incorrect. Reported

by Cox (2014) in the Sydney Morning Herald, seventy-two percent of Australians want the

legalisation of same sex marriage in Australia. Same sex marriage since 2000 has been

legalised in the Netherlands and as reported by Winsor (2017) in the SBS News that twenty-

three countries around the world have legalised it with only one country putting it towards a

popular vote. This significantly effects Australian student’s life through numerous ways.

Stated by Allen (2007) is that educational institutions tend to reflect and reproduce wider

social patterns and sexuality education may reflect the dominant discourses. Students would

perceive that marriage equality which directly relates to the acceptance of gender and sexual

diversity is something that has to be rallied and is not on the same grounds as same sex

marriage contrary to popular opinion of society.

Both Barbagallo & Boon (2012) and Berne et al. (2000) state that parents favour sex

education to be conducted in schools rather be left completely up to them. This is not just the

case in Australia but also the United States in which a staggering ninety-five percent of US

citizens support sex education in high school (Berne et al. 2000). Therefore, pressure is on

teachers and schools to effectively address gender and sexual diversity in a way that reflects

the broader societal values. As reported by the ABC in the article Donald Trump:

Transgender military personnel sue US President over service ban (2017) the President of the

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United States announced through twitter that the US government will not allow or accept

transgender individuals to serve in the military. This blatant lack of respect and transphobia

by the president sets a bad example for students in a classroom. Ollis (2010) states that in

regards to same sex schooling its focus is to provide a safe and supportive learning

environment. However, with events such as those mentioned occurring throughout the media

it is difficult to create a good platform for students.

Multiple departmental policies released by government agencies and organisations exist that

support inclusivity of sexual and gender diversity in schools. The Safe Schools Coalition of

Australia in their article Safe Schools do better (2013) provides a fantastic overview of the

necessity to create a safe and inclusive environment for same sex attracted, intersex and

gender diverse students, staff and families. The policy document is ideal to distribute to all

parents to better inform them about safe schools and also to teachers to further their

understanding of gender and sexual diversity. The National Safe Schools Framework (2011)

produced by the Australian Government provides vision, principles and framework that all

Australian schools in all settings should adhere by. The frameworks fundamental message is

to focus on a student’s right to learn in a safe environment and be treated with respect. Both

the two mentioned policies coincide with Hartmans (2011) opinion that parents play a pivotal

role in addressing and reinforcing what is being outlined in these policies and taught in

schools. Ullman and Ferfolja (2015) review and analyse policies, curriculum and syllabi and

list the positives and negatives that are included within them. The negatives range from titles

that have discursive constructs, being outdated, limited to a particular framework and failing

to mention terms associated with sexual diversity. Ultimately the intention of policies is to

create a greater awareness. However, policies need to be constantly revised to keep up with

the rapidly changing society.

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Addressing gender and sexual diversity in schools needs to be revaluated as it currently is

failing to meet the challenge of equity. Consistently revising policies and enforcing a

stronger framework and providing teachers with the adequate resources is fundamental to

provide an equitable learning environment for all students.

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Reference List

Allen. L. (2007). Examining dominant discourses of sexuality in sexuality education

research, International Studies in Sociology of Education, 17 (1-2), 163-180. doi:

10.1080/09620210701433910

Barbagallo, M & Boon, H. (2012). Young people’s perceptions of sexuality and

relationships education in Queensland schools, Australian and International Journal of Rural

Education, 22 (1), 107-124. Retrieved from

http://search.informit.com.au.ezproxy.uws.edu.au/documentSummary;dn=664050071904742;

res=IELIND

Berne, LA., Patton, W., Milton, J., Hunt, L., Wright, S., Peppard, J & Dodd, J. (2000).

A Qualitative Assessment of Australian parents’ perceptions of sexuality education and

communication, Journal of Sex Education and Therapy, 25 (2-3), 161-168. doi:

10.1080/01614576.2000.11074344

Calzo, JP & Ward, M. (2009). Contributions of Parents, Peers, and Media to attitudes

toward homosexuality: investigating sex and ethnic differences, Journal of Homosexuality, 56

(8), 1101-1116. doi: 10.1080/00918360903279338

Cox, L. (15 July, 2014). Polls shows growing support for same-sex marriage. The

Sydney Morning Herald. Retrieved from http://www.smh.com.au/federal-politics/political-

news/poll-shows-growing-support-for-samesex-marriage-20140714-3bxaj.html

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Department of Education, Employment and Workplace Relations. (2011). National

Safe Schools Framework. Retrieved from

https://docs.education.gov.au/system/files/doc/other/national_safe_schools_framework.pdf

Department of Education. (2013). Safe Schools do better. Retrieved from

http://www.education.vic.gov.au/Documents/about/programs/health/SafeSchoolsDoBetter.pdf

Donald Trump: Transgender Military personnel sue US President over service ban.

(10th August 2017). ABC. Retrieved from http://www.abc.net.au/news/2017-08-

10/transgender-military-personnel-sue-trump-over-service-ban/8791950

Ferfolja, T & Hopkins, L. (2013). The complexities of workplace experience for

lesbian and gay teachers, Critical Studies in Education, 54 (3), 311-324. doi:

10.1080/17508487.2013.794743

Ferfolja, T & Ullman, J. (2015). Bureaucratic constrictions of sexual diversity:

‘sensitive’, ‘controversial’ and silencing, Teaching Education, 26 (2), 145-159. doi:

10.1080/10476210.2014.959487

Ferfolja, T., Jones Diaz, C. & Ullman, J. (2015). Understanding Sociological Theory

for Educational Practices. Australia: Cambridge University Press.

Fitzpatrick, P & Kender, P. (2015). Foucault, Surveillance and the law of the outside,

Surveillance & Society, 13 (2), 314-318. Retrieved from https://search-proquest-

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com.ezproxy.uws.edu.au/docview/1697734309/abstract/6174E08F49F24D13PQ/1?

accountid=36155

Foucault, M. (1978). The history of sexuality: Volume 1: An Introduction, (R. Hurley,

Trans), New York: Vintage Books.

Foucault, M. (1985). The Birth of the Prison. Harmondsworth, England: Penguin.

Hartman, D. (2011). Gender Policy in Australian schools: A missed opportunity?,

Journal of Boyhood Studies, 5 (1), 3-19. doi: 10.3149/thy.0501.3

Ollis, D. (2010). ‘I haven’t changed bigots but…’: reflections on the impact of teacher

professional learning in sexuality education, Sex Education, 10 (2), 217-230. doi:

10.1080/14681811003666523

Sexual identity support in schools. (26 May, 2014). ABC. Retrieved from

http://www.abc.net.au/local/stories/2014/05/26/4012099.htm

Winsor, B. (1 June 2017). Factbox: Same-sex marriage around the world. SBS News.

Retrieved from http://www.sbs.com.au/news/article/2017/06/01/factbox-same-sex-marriage-

around-world

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