Addressing different sexual orientations and same-sex families in the primary school curriculum

Abstract

This study seeks to understand the extent to which LGBTIQ issues are addressed in the local primary curriculum and the attitudes of a number of teachers towards their inclusion. This is achieved by analysing the National Curriculum Framework and the PSD syllabus currently followed in primary schools. Interviews were conducted with two class teachers and one PSD teacher from two different primary state schools. Another interview was conducted with the EO of PSD to find out what primary PSD teachers are expected to address in terms of sexual orientation and same-sex families. The findings indicate that, although the National Curriculum Framework recognises and respects gender and sexual diversity, the syllabi and teachers’ practices are still highly heteronormative. Most teachers are willing to tackle the LGBTIQ theme but they feel confused and unprepared. The study reveals that the main discouraging factors are parental surveillance, the fact that the Catholic Church does not accept same-sex families and the lack of collaboration among school staff members. This indicates the need for syllabi, curricular materials and school policies that make specific references to LGBTIQ issues and homophobic bullying, in order to recognise them as social justice issues. LGBTIQ inclusive teacher education and training is crucial to equip all teachers with the right knowledge and skills to tackle these issues. This also gives teachers an opportunity to reflect on their own biases, misconceptions and stereotypes. Through this study I hope to encourage curriculum developers and policy makers to work collaboratively and to help transform school cultures into LGBTIQ inclusive environments that recognise, value and embrace each and every child.