Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522599
Title: Can queer theory be used to further the understanding of (trans)genders and sexualities for English secondary school students?
Author: Williams, Emily
Awarding Body: University of the West of England, Bristol
Current Institution: University of the West of England, Bristol
Date of Award: 2009
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Abstract:
This project attempts to make queer theory practicable for young people of secondary school age in England and to identify any barriers as to why this might be difficult to achieve. It hopes to encourage young people to interrogate their viewpoints, beliefs and values around gender and sexual identities and to discover how lesbian, gay, bisexual, transgender and queer-identifying students might best be protected and fostered within English secondary schools. Data was gathered from questionnaires, interviews and workshops, and from observation of and participation in internet forums and Personal, Social and Health Education lessons in a secondary school in Middlesex. The thesis concludes there are some benefits in the short term for utilising a human rights approach to equality but demonstrates how this might be problematic for some identities that have little specific legal protection, and argues instead that a more radical queering of the educational system is necessary. This would need to include the need for improved teacher training and changes to the national curriculum.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.522599  DOI: Not available
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