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17 results

  • 4 - Educators’ Perspectives on Language and Sexual Diversity in Schools

  • Helen Sauntson, York St John University
  • Book:
    Language, Sexuality and Education
    Published online:
    26 February 2018
    Print publication:
    15 March 2018, pp 93-122

  • Summary

    Interviews were conducted with educators working in secondary schools in the UK and an electronic survey was distributed to educators in high schools in Washington DC. The analysis and emergent findings from these data-sets are the focus of Chapter 5. In the interviews and surveys, the educators discuss their perceptions of how issues around sexual diversity are handled in their schools and what they think the key issues are. Like the young people interviews, the interview and survey data from the educators was analysed using linguistic frameworks in order to better understand how the speakers understand and construct different sexual identities in relation to the school contexts, and how their language encodes particular feelings and attitudes towards issues around sexuality and schooling. To this end, the frameworks used to analyse this data are tactics of intersubjectivity and appraisal. This enables a direct comparison of the young people’s and adult educators’ perceptions of how sexual diversity is constructed and experienced in the school environment (revealed through the application of the tactics of intersubjectivity framework) and their own feelings and attitudes towards sexual diversity and schooling (revealed through the application of appraisal analysis).

  • 1 - Confronting the Context

  • Helen Sauntson, York St John University
  • Book:
    Language, Sexuality and Education
    Published online:
    26 February 2018
    Print publication:
    15 March 2018, pp 16-27

  • Summary

    Chapter 2 considers some current issues surrounding sexuality and sexual diversity in relation to UK and US secondary/high school contexts. This chapter sets the context for the subsequent linguistic analyses presented in Chapters 4 to 7. Specifically, I consider the policy context in the UK and USA, outlining key policies in both countries which have had some influence, either positive or negative, on how issues around sexual diversity are handled in schools. I provide an overview of the historical development of sex and relationships education in the UK and the US.

  • 3 - Using Sociolinguistic Frameworks to Explore the School Experiences of LGBT+ Youth

  • Helen Sauntson, York St John University
  • Book:
    Language, Sexuality and Education
    Published online:
    26 February 2018
    Print publication:
    15 March 2018, pp 50-92

  • Summary

    Chapter 4 presents data from interviews conducted with LGBT+-identified young people who are either currently attending school, or who have left school recently, in the UK. LGBT+ young people were focused on because their voices are still largely under-represented in educational research. I was primarily interested in the experiences of young people who identified themselves as belonging to a gender and/or sexual minority group, given the recent policy changes outlined in Chapters 1 and 2. In the interviews, the young people reflect on their experiences of, and attitudes towards, school in relation to their LGBT+ sexual identities. I firstly use the sociolinguistic framework of tactics of intersubjectivity to investigate how speakers use language to construct identities for themselves and others in relation to school contexts. The analytical framework of appraisal is then incorporated into the analysis of the young people’s interview data in order to more fully investigate their feelings and experiences of sexual diversity issues in their schools. The rationale for combining the particular frameworks of tactics of intersubjectivity and appraisal is that both can be used to reveal the linguistic strategies people use for engaging in processes of identification and intersubjective positioning/stance-taking.

  • Introduction

  • Helen Sauntson, York St John University
  • Book:
    Language, Sexuality and Education
    Published online:
    26 February 2018
    Print publication:
    15 March 2018, pp 1-15

  • Summary

    The introductory chapter outlines the key themes and issues that will be explored throughout the book. It sets out the rationale for conducting the research presented in the book and presents the research questions that will be addressed throughout the rest of the book. The chapter includes some short data extracts from interviews with educators and LGBT+-identified young people in which they discuss their experiences of school. These data extracts introduce the key themes and issues to be explored throughout the book and support its rationale. The introduction also includes brief information about the social, political and legal contexts for the themes explored throughout the book, although more detailed contextual information will be provided in Chapter 2. I introduce the book’s main research questions and provide a critical discussion of the gender- and sexuality-related terminology used throughout the volume. Information about the research sites is included. Finally, the introduction provides a short overview of the structure and content of the rest of the book.

  • 2 - Researching Language and Sexuality in Educational Settings

  • Helen Sauntson, York St John University
  • Book:
    Language, Sexuality and Education
    Published online:
    26 February 2018
    Print publication:
    15 March 2018, pp 28-49

  • Summary

    In Chapter 3, I provide reviews of literature in the fields of sexuality and education, and language and sexuality. I trace the development of queer linguistics and consider its potential applications to school contexts. The reviews of literature are followed by an explanation of the theoretical and analytical framework – queer applied linguistics – which informs the research presented in this book. Finally, I describe the research design and provide short summaries of the content of each of the data analysis chapters.

  • 6 - SRE Classroom Interaction Analysis and the Construction of Sexual Identities

  • Helen Sauntson, York St John University
  • Book:
    Language, Sexuality and Education
    Published online:
    26 February 2018
    Print publication:
    15 March 2018, pp 165-184

  • Summary

    Chapter 7 focuses on the analysis of spoken interactional data taken from classrooms in order to explore how aspects of the UK SRE curriculum are put into practice in real classrooms. The data consists of transcribed recordings of Personal, Social and Health Education (PSHE) lessons where the topic of the lesson was expected to address issues around sexuality, to varying degrees. In the interviews with young people which had been conducted prior to the classroom observations, participants highlighted the subject of PSHE as being subjects which lend themselves well to issues around sexuality being raised and discussed. SRE is taught within the curriculum subject of PSHE. Thus, the selection of subjects for the classroom observations was driven by the participants themselves. The aim of this chapter is to examine what kinds of sexual identities are constructed, and how spoken language is used to construct those identities in the lessons examined. The data is firstly analysed using elements of corpus linguistics to identify what thematic practices concerning sexual identities are constructed in the lessons. Critical discourse analysis (CDA) is then used to explore how those identities are constructed interactionally.

  • Closing Remarks

  • Helen Sauntson, York St John University
  • Book:
    Language, Sexuality and Education
    Published online:
    26 February 2018
    Print publication:
    15 March 2018, pp 185-192

  • Summary

    Chapter 8 summarises the key findings of the book and considers what these findings contribute to our existing knowledge and understanding of sexuality and education. I consider the implications of the findings for educational policy and practice, and make some recommendations for addressing the issues raised throughout the book. I assess what the research in this book can potentially contribute to theoretical and methodological developments in the fields of sexuality and education and language and sexuality – most notably, the development of the queer applied linguistics (QAL) framework. I also consider ways forward and make suggestions for continuing the research further.

  • 5 - Exploring Ideologies of Sexuality in Curriculum Documents

  • Helen Sauntson, York St John University
  • Book:
    Language, Sexuality and Education
    Published online:
    26 February 2018
    Print publication:
    15 March 2018, pp 123-164

  • Summary

    The focus of Chapter 6 is on the analysis of written curriculum documents and how issues around sexual identity and diversity are represented and encoded in these. I focus on the subjects which the young people and teacher participants seemed to discuss as being the most relevant to how they experienced sexuality at school –English and SRE in the UK and English Language Arts and Health Education in the USA. The curriculum documents were analysed using a combination of critical discourse analysis (Fairclough, 2001) and corpus linguistics as a means of exploring how the language used in the documents contributes to the construction of particular ideologies around sexual diversity and identity. This chapter expands on previous work in which I have used CDA to examine the discursive construction of sexuality ideologies in the English National Curriculum programmes of study. Curriculum documents are important in both the UK and USA for governing the content and approach taken to teaching subjects in many secondary and high schools. Thus, the extended application of CDA to a wider range of documents may be useful to uncovering ideologies about sexuality as a pre-cursor to challenging any negative discourses which may be found.

Language, Sexuality and Education
  • Helen Sauntson
  • Published online:
    26 February 2018
    Print publication:
    15 March 2018
  • Presenting a range of data obtained from secondary schools in the UK and US, this path-breaking book explores the role played by language in constructing sexual identities. Analysing the often complex ways in which homophobia, heterosexism and heteronormativity are enacted within school contexts, it shows that by analysing language, we can discover much about how educators and students experience sexual diversity in their schools, how sexual identities are constructed through language, and how different statuses are ascribed to different sexual identities.