102083 Diversity, Social Justice & Learning

Assignment 1 Essay
Jasmine Pina 18513064
Essay Question 1. Critically discuss the statement that to better match beliefs about diversity with
practice, we must examine how our own intercultural sensitivities about difference and diversity
might impact upon students learning.

To better match beliefs about greater acceptance of sexual diversity with practice, we must
understand how our own sensitivities about difference and diversity are affecting students ability to
embrace sexual diversity and challenge the dominant discourse. Currently within the context of
Australian and international schools, the dominant discourse in relation to sexuality is
heterosexuality. Lesbian, Gay and Bisexual, Transgender (LGBT) students are routinely made to feel
isolated and marginalised by both their peers and school staff. As a result these students are known
to experience negative outcomes both academically and socially. Within Australia, both State and
Federal Government have established policies to challenge this discourse and encourage sexual
diversity to be explored in the classroom and to promote a positive school environment for students
and staff that identify as LGBT. Examples of these policies include the Federal Governments Safe
Schools Coalition and the Victorian Department of Educations Supporting Sexual Diversity in Schools.
These policies draw upon of feminism poststructuralist theory and Foucauldian theory to challenge
the language we use to describe LGBT students and staff and in turn encourage society to challenge
the dominant discourse and power associated with sexual diversity. Although these policies are a
positive step towards embracing sexual diversity in our schools, the personal and cultural sensitives
of teachers, parents, stakeholder organisations and politicians are increasingly getting in the way of
students developing a positive perspective and understanding of sexual diversity. This will prevent
students from challenging the dominant discourse that currently prevents LGBT students from
thriving within our school system.
Currently within the context of Australian schools, the dominant discourse in relation to sexuality is
heterosexuality. This discourse has not traditionally been represented in the policies and curriculum
of our education system. For example Personal Development, Health and Physical Education
(PDHPE) is the only curriculum that encourages broad discussion around sexual diversity and LGBT
issues (Ferfolja & Ullman, 2014, p.150). Students are encouraged to engage in school dance
activities where the male and female students are paired. Culturally, Lesbian gay and bisexual
people do not have many rights and freedoms that are taken for granted by the dominant
heterosexual population, for example gay and lesbian couples can not officially marry in Australia
and are not legally seen as wife and wife or husband and husband. However this discourse has been
challenged significantly in the twenty-first century and our attitudes towards LGBT people are
becoming more liberal. However both domestically and globally there is still a need for greater
acceptance of LGBT people. Although there are laws and policies in place to prevent such actions,
LGBT people are still the target of discrimination through homophobic violence, harassment and
indirect forms of prejudice (Ferfolja, Diaz and Ullman, 2015, P. 59).
Within the context of Australian Schools LGBT students are routinely made to feel isolated and
marginalised by both their peers and school staff. Discrimination experienced by LGBT students at
school is not only evident in the Australian education system. Research has shown that
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102083 Diversity, Social Justice & Learning

Assignment 1 Essay
Jasmine Pina 18513064
discrimination is experienced by LGBT in schools in the United States, Canada, United Kingdom and
Europe, resulting in similar negative outcomes (Ferfolja & Ullman, 2014, p.145). Domestically, recent
research has found that between 60-80% of LGBT students experienced homophobic and
transphobic based harassment at school. This harassment has been felt by the students in many
forms including but not limited to; verbal abuse, homophobic slurs, physical intimidation and
violence, social isolation, spreading rumours and cyber bullying (Ferfolja, Diaz and Ullman, 2015, P.
41). This harassment has shown to have a negative effect on the outcomes of these students both
academically and socially and it has been reported that as many as 30% of all youth suicides are
linked to issues relating to sexuality and gender identity (Ferfolja & Ullman, 2014, p. 146).
Much of this discrimination and negativity experienced by LGBT students in Australian Schools has
been attributed to the lack of discussion around sexual diversity taking place in classrooms. A 2013
study showed that two-thirds of the LGBT people surveyed indicated that they attend secondary
schools where they have not learned about LGBT people or discussed LGBT history or current events
(Ferfolja & Ullman, 2014, p.146). Similar studies of Australian secondary school students referenced
by Ferfolja & Ullman also found that little or no information was offered to students about gay and
lesbian safe sex and homophobic language was often used in front of school staff with little
responsive action from the staff member to stop such behaviour. Research has highlighted reasons
for this lack of response from teachers including; limited understanding of LGBT issues, they feel in
equip to broach the issue of sexual diversity, limited access to appropriate teaching resources, fear
of being labelled LGBT, school policy may be guided by an ethical or religious discourse that rules the
discussion of sexual diversity inappropriate, they fear parental conflict and finally they personally
feel the topic is not appropriate to discuss with children (Ferfolja & Ullman, 2014, p.146). Although
as Ferfolja and Ullman explain, research has proven many of these reasons to be unrealistic
therefore highlighting that staff are letting their own prejudices impact on their ability to embrace
sexual diversity within their classroom, therefore impacting on the learning and experience of the
students.
One way in which the National and State governments within Australia are attempting to address
the lack of action within our schools to promote and support sexual diversity is through policies such
as the national the Safe Schools Coalition Australia. The Safe Schools Coalition Australia is a national
coalition of organisations and schools working together to create safe and inclusive school
environments for same sex attracted, intersex and gender diverse students, staff and families (Safe
Schools Coalition Australia, 2016, Who we are, Para.1). The Safe Schools Coalition Australia was first
introduced by the Victorian State Government in 2010 and later rolled out nationally in June 2014 by
the federal Coalition Government as an extension of The National Safe Schools Framework designed
to build safe school communities where diversity is valued, the risk from all types of harm is
minimised and all members of the community feel respected, included and supported (Safe Schools
Coalition Australia, 2016, Who we are, Para.7). The primary focus of the Safe Schools Coalition
Australia policy is the health and safety of homophobic students and to "Support and celebrate
sexual diversity in your school" (Ballantyne, 2014). Thought this program principals and staff can
access free resources to assist them in responding to homophobic and transphobic behaviour and
create inclusive policies and practices within their school environment (Safe Schools Coalition
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102083 Diversity, Social Justice & Learning

Assignment 1 Essay
Jasmine Pina 18513064
Australia, 2016, Who we are, Para.5). At its launch in 2014, the program was described as the first
national program funded by the Australian Government with the aim of creating safe and supportive
school environments for same sex-attracted, intersex and gender diverse people" (Ballantyne, 2014).
Another example of government policies to promote sexual diversity in schools is the Victorian
Department of Education, Supporting Sexual Diversity in Schools booklet, which was introduced in
October 2008. The policy aims to acknowledge the harassment and humiliation experienced by LGBT
students and the risk this can pose to their health and safety (Sexual diversity, 2013., para. 1). The
Supporting Sexual Diversity in Schools booklet aims to guide schools in their approach to providing a
safe and healthy environment for students that is inclusive and respectful of sexual diversity
(Sexual diversity, 2013., para. 2). The information provided within this booklet is based upon
research in the areas of suicide, harassment and discrimination (Sexual diversity, 2013., para. 2).
Like the Safe Schools Coalition Australia, this resource encourages school administrators and
teaching staff to embrace a whole-school approach on the issue of sexual diversity (Ferfolja, Diaz
and Ullman, 2015, P. 67). The booklet provides examples for teachers of all subject areas to
introduce discussion on sexual diversity into their relevant teaching areas not only those teaching
PDHPE. Opportunities for further professional development in the area of integrating and embracing
sexual diversity are encouraged within the program (Ferfolja, Diaz and Ullman, 2015, P. 67).
Both policies draw upon feminist poststructuralist theory and foucauldian theory or more
specifically language and power to challenge the dominant discourse surrounding sexual diversity
and construct a culture where sexual diversity is respected and embraced. Feminist
poststructuralist theory defines our subjectivity, who we are consciously and subconsciously, by
the discourse that has been socially constructed. Feminist poststructuralism breaks from
structuralist traditions, seeing subjectivity as changeable, fluid and influenced by context (Ferfolja,
Diaz and Ullman, 2015, P. 6). Foucault defines discourse as what can be said and thought, but also
about who can speak, when and with what authority (Ferfolja, Diaz and Ullman, 2015, P. 6). It is
this idea of language, power and our changing subjectivity and discourse that is most relevant to
our discussion on sexual diversity and policy. The use of positive language when discussing LGBT
issues within our schools can impact greatly on the way LGBT people are viewed by students and
their ability to challenge the dominant discourse. Students will be encouraged to forget the
stereotypical labels given to LGBT people over the years and instead use terminology that is
respectful and empowering to the LGBT person. By discussing sexual diversity in all subject areas
teachers are creating an environment where language associated with LGBT issues in considered
normal, making sexual diversity part of students everyday learning experience (Ferfolja, Diaz and
Ullman, 2015, P. 67). The call to action that these policies promotes also touches on Foucaults
concept of the importance of the said and unsaid as constituting discourse (Ferfolja, Diaz and
Ullman, 2015, P. 67). If schools stay silent on sexual diversity they are promoting a discourse where
LGBT people are not normal and discrimination towards these people is accepted.
Although both the Safe Schools Coalition Australia and Supporting Sexual Diversity in Schools booklet
have had a mostly positive reception from schools and stakeholders, not everyone is on board with
promoting changing attitudes towards sexual diversity in our schools. The Australian Family
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102083 Diversity, Social Justice & Learning

Assignment 1 Essay
Jasmine Pina 18513064
Association is one such group that has voiced their disapproval of the Safe Schools Coalition
program. While they claim to support the principle of addressing victimisation and harassment of
students within our schools, they do not support the policies aim to promote gender diversity and
sexual diversity in schools (Ballantyne, 2014). Such negativity can have a damaging effect on the
success of these programs and the ability of students and school community to embrace sexual
diversity and changing attitudes on this issue. Most recently there has been a call to action by many
Liberal Coalition Members of federal parliament, to abolish the Safe Schools Coalition Australia
policy as they dont believe the content is appropriate for school children and was worried about the
language used in the policys resources. Lucy Nicholas from Swinburne University of Technology
summed up perfectly the affect abolishing such programs will have on students and society in when
she expressed the following;
While white, cisgender, heterosexual male politicians are quibbling over whether or not we
should expose young people to the term pansexual in a minute optional resource in an optin school program, young people have never been queerer.
The silence, denial and repression approach didnt work for sex education, and it isnt going to
work for the safety of sexual and gender diverse students in schools either.
It just means that we are prolonging the time until sexual and gender diverse young people
can find out that their feelings are normal, which they will undoubtedly do on the internet, and
if they are lucky find a community in which to come to terms with their identity in safe,
supported contexts. It is a shame that cant be school (Nicholas. 2016).
Therefore it can be said that as our governments actively work towards creating an education
system where LGBT students feel accepted and safe and all students embrace a society where
sexual diversity is respected, the prejudices of politicians, teachers and interest groups are
increasingly fighting this change in discourse. Until all members of society accept sexual diversity,
its existence and discussion in our schools, students will continue to receive messages of
acceptance towards discriminatory behaviour. Sexual diversity will not be embraced in our schools
and within society and LGBT people will not get the respect they deserve.

Reference List

The National Safe Schools Framework. (2015, December 11). Retrieved from
https://www.education.gov.au/national-safe-schools-framework-0

Teaching Sexual Health, Sexual Diversity. (n.d.). Retrieved from

http://www.curriculumsupport.education.nsw.gov.au/sexual_health/inclusive/diversity.htm

Department of Education and Early Childhood Development (2008, October). Supporting

Sexual Diversity in Schools [Policy document]. Retrieved from
http://www.glhv.org.au/resource/supporting-sexual-diversity-school

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102083 Diversity, Social Justice & Learning

Assignment 1 Essay
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Safe Schools Coalition Australia. (2016). Retrieved from

http://www.safeschoolscoalition.org.au/who-we-are

Nicholas, L. (March, 2016). Calling sexual and gender diversity contentious further
marginalises students. In The conversation. Retrieved from
http://theconversation.com/safe-schools-review-findings-experts-respond-56425

Patrick, J. (25 April 2015). Safe schools coalition: Infants to be exposed to 'sexual diversity.
News Weekly, 2946, 18

Ballantyne, J. (5 July 2014). Education: Safe Schools program to promote 'sexual diversity'.
News Weekly, 2927, 5

Ullman, J., & Ferfolja, T. (3 April 2015). Bureaucratic constructions of sexual diversity:
sensitive, controversial and silencing. Teaching Education, 26(2), p.145-159. DOI:
10.1080/10476210.2014.959487

Ferfolja, T., Jones Diaz, C., & Ullman, J. (2015) Understanding Sociological Theory for
Educational Practice. Melbourne: Cambridge University Press.

Francis, D. (11 May 2012). Teacher positioning on the teaching of sexual diversity in South
African schools. Culture, Health & Sexuality, 14(6), p. 597-611.

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