This seminar series, which runs over two years at the IOE, King’s College, London and the University of Leeds is called Queering ESOL: towards a cultural politics of LGBT issues in the ESOL classroom and aims to bring together policy makers, teachers, members of professional and campaigning organisations focused on LGBT rights, migration and asylum, along with researchers and a range of international scholars. ESOL, as many of you know refers to English for Speakers of Other Languages and the immediate context for the seminar series is the climate created by the 2010 Equality Act and the challenges and the opportunities this presents for adult education.
The first seminar (see details below) takes place at the Institute of Education on 16th November 2013 (9.30am-4.45pm. Under the title of Institutional and Legal Frameworks, this seminar opens the series by examining the nature of the evolving legal frameworks regulating the lives of those identifying as LGBT and the resulting challenge for ESOL.
Seminars are free, but places are limited. ESOL practitioners, research students and LGBT activists can apply for funding to attend.
For more information about the series contact John Gray (firstname.lastname@example.org). To reserve a place or apply for funding to attend, contact Tracy Modha (email@example.com).
Future seminars will explore: ‘sexual migration’ including questions of asylum for LGBT people (Spring 2014); voices from the classroom (Summer 2014); religion and sexual diversity (Autumn 2014); LGBT representations (Spring 2015). The last seminar will be a conference in Summer 2015.
Institutional and Legal Frameworks
Daniel Monk (Birkbeck School of Law, Institute of Gender and Sexuality)
Gay and Lesbian Law Reform: The Politics of Progress
With the passing of the Equality Act 2010 (and more recently the Same Sex (Marriage) Act 2013) it can be said that full legal equality has now been achieved for gay men and lesbians. While celebrating these achievements the paper also highlights the possible limits to progress and the conditions of social and legal inclusion.
Janet Palmer (Ofsted)
No Place for Bullying – the impact of homophobia and transphobia in educational settings
The presentation will look at the impact of homophobia and transphobia on personal wellbeing, educational attainment and overall life chances; and the Public Service Duty and moral responsibility for schools, colleges and Ofsted to tackle bullying and discrimination in all its forms.
Donna James (James Lambley & Associates)
Sexual Orientation and Gender Identity Equality in Adult Learning
This paper presents the findings of research commissioned by the Skills Funding Agency into the experiences of learners in Further/Adult learning including: general wellbeing; ‘safe spaces’; experience of bullying; and any positive experiences due to the learner’s sexual orientation and/or gender identity. The quantitative and qualitative research revealed some good practice, a range of experiences of learners from different sub-groups, and led to a suite of recommendations for the sector.
Shaun Dellenty (Inclusion for All)
Inclusion for All – A practical approach to preventing homophobic bullying in the class-room
This presentation will explore practical teaching and learning strategies for preventing homophobia and transphobia. The session will incorporate effective strategies from primary and secondary schools and places the emphasis on a preventative, rather than reactive approach to preventing bullying based upon sexual orientation.
Dr John Gray