ABSTRACT

Of the increasing number of initiatives setting out to challenge heteronormativity in education, the No Outsiders project has arguably been one of the most influential. Conducted across 15 primary schools in England, No Outsiders sought to disrupt heteronormativity through critical pedagogy, gaining widespread academic and media attention in the process. In spite of its prominence, though, there has been a lack of research exploring the effects of this project on children’s attitudes towards sexuality in school. This paper draws on data from an ethnographic study of two UK primary schools – one that was and one that was not involved in No Outsiders – to explore the ‘effects’ of this critical intervention. The research found that whilst homophobia persisted across both schools, children’s understandings of its acceptability differed markedly according to their involvement in equalities pedagogy, with institutional silence interpreted by many as equivalent to school-sanctioned homophobia. The implications of these findings are significant, revealing proactive sexualities pedagogy as essential to countering the damaging effects of institutional invisibility.

摘要

在挑战教育异规范性的倡议越来越多的情况下，“无局外人”项目可以说是最具影响力的项目之一。在英国的15所小学中进行的活动，“没有局外人”试图通过批判性的教学法来破坏异规范，并在此过程中获得了广泛的学术和媒体关注。尽管其突出之处，但仍缺乏研究来探讨该项目对儿童在学校中对性行为态度的影响。本文借鉴了对两所英国小学的人种学研究得出的数据，其中一所曾经参与过，另一所没有参与过“没有局外人”–探索这一关键干预措施的“效果”。研究发现，虽然两所学校都存在同性恋恐惧症，但根据他们对平等教育的参与，儿童对其接受程度的理解也存在显着差异，许多人认为制度上的沉默等同于学校认可的同性恋恐惧症。这些发现的意义是重大的，揭示了积极的性行为教学法对于应对制度隐形的破坏性影响至关重要。