Australian Education
Policy on Gay, Lesbian,
Bisexual and Transgender People
Contents Page
Introduction............................................................................................................................... 1
Homophobia
and Heterosexism............................................................................................... 1
Employment
Issues................................................................................................................... 4
Gay, Lesbian, Bisexual and Transgender People in Education.............................................. 5
Vocational
Education................................................................................................................ 5
Sex
Education............................................................................................................................ 6
Teacher
Health and Welfare.................................................................................................... 7
The
Role of the AEU - Branches and Associated Bodies....................................................... 7
1 INTRODUCTION
The
Australian Education
2 HOMOPHOBIA
2.1 The main focus of discrimination against
gay, lesbian, bisexual and transgender people (GLBT) are two related phenomena
- homophobia and heterosexism.
2.1.1 Homophobia refers to the fear and hatred prevalent in Australian society, of homosexuality, which in turn motivates the bullying of young GLBT people (or even those only suspected of being GLBT) in schools, colleges, on the streets and even in their own homes.
It is also
argued that homophobia is also perpetrated by the anti-homosexual attitudes
expressed by some leaders of the major churches.
2.1.2 Heterosexism describes the pervasive assumption of heterosexuality which is common to language, the law and other institutions in Australian society e.g.: the education system and the family.
Heterosexist assumptions may be fueled by homophobia or by a lack of knowledge.
The assumption that heterosexual sex and relationships are “natural” or “normal” and practiced by all members of the community leads to legal and social invisibility for many GLBT people.
Whether
ignorance of GLBT issues is intentional or not, the resulting
homophobia and heterosexism with its legal and social ramifications can not be
allowed to continue.
2.2 Homophobic
attacks on some teachers and students have led to:
· loss of self
esteem;
· loss of job
or position at school or college;
· malicious
allegations of child abuse;
· suicide;
· murder.
2.3 The AEU will develop strategies to
counter the effects of homophobia and heterosexism at
three levels:
2.3.1 Institutional
Government
As a matter of urgency we call on
the Federal and Sate Governments to ensure their discrimination laws cover all
aspects of law relating to GLBT people.
These must include laws on marriage, IVF, adoption, and age of
consent. Because most states and
territories have laws on age of consent which are different for gay men, the
message being delivered to young GLBT people is that they are not equal.
The state government should ensure
that it has Police Gay and Lesbian Liaison Officers (GLLO) who can be used as
positive resources for schools and colleges.
Department of Education
The Department of Education must
ensure that its policies relating to GLBT are up-to-date and implemented. Under no circumstances should they be left
only to be used when addressing occasional incidents or when a teacher shows an
interest.
All staff must be inserviced on homophobia and heterosexism.
The unacceptability of homophobia
and heterosexism must be included in the codes of
conduct of the department, schools and colleges.
All students must have the
opportunity to maximise their learning potential, regardless of sexual
orientation.
Homophobia and Heterosexism
must be included in the content of pre-service training of all teachers.
Parents
As most parents will agree that they don’t want
their children to be the persecutor or the persecuted by homophobia, schools
need to raise the issue of homophobia with the local parent organisation and
PFLAG (Parents and Friends or Lesbians and Gays).
Churches
While some churches and church
people are to be commended for their positive common sense and humanist
approach to GLBT issues others are to be condemned for their un-Christian
approach. The AEU calls on all churches
to take a positive humanist approach to GLBT issues.
2.3.2 Workplace
Education workplaces at a classroom
and playground level must implement strategies to counter homophobia and heterosexism. The
use of language is important when teaching, e.g
partner instead of boyfriend or girlfriend.
Workplaces should educate for
diversity. As with sexism and racism,
homophobic remarks or actions should never pass without comment. Schools have an obligation to maximise
learning potential, regardless of sexual orientation.
Computers
Teachers must be aware that with the
increased use of personal computers they can also be used to vilify other
students.
2.3.3 Curriculum
All curriculum
should be written in non-heterosexist language. Sexuality should be included in
all curriculum relating to health and personal
development. Homosexuality and
bisexuality need to be normalised and materials need to be developed which will
help to combat homophobia. Such material
must be inclusive and educate all students to value diversity. This is
consistent with the Essential Learnings Curriculum
which aims to prepare students to participate actively in a democratic
community, value diversity and act for a just and equitable society.
3 EMPLOYMENT ISSUES
3.1 Elimination of Discrimination in
Employment
3.1.1 The
AEU asserts that the employment rights and conditions of its members should in
no way be jeopardised on account of their sexual orientation and/or gender
preferred identity. In particular
employment rights in relation to:
· leave
· recruitment
· appointment
· promotion
· transfer
· superannuation
· health and welfare
· ongoing employment
must be inclusive and
free of discrimination. The AEU
stresses the need to ensure that gay, lesbian, bisexual and transgender members are supported professionally and personally at the school level
to the same extent as any other member.
3.1.2 The
AEU recognises that gay,
lesbian, bisexual and transgender
members have family responsibilities and as such should have access to all
leave and conditions applicable to workers with family responsibilities
including:
· IVF
· paid maternity or paternity leave in relation
to the birth or adoption of a child;
· extended unpaid leave for the purpose of
child rearing; and
· family leave for the purpose of care and
support of a partner.
3.1.3 Full job security and the right to return to work after such
periods of leave must be a condition of the leave provisions outlined
above. All members returning after
longer periods of leave should have access to refresher courses and in-service
education.
4 GAY,
LESBIAN, BISEXUAL
4.1 Elimination
of Discrimination in Education
The AEU supports the allocation of adequate levels
of resources by the Federal Government and State Government to eliminate all
discrimination in education. In particular,
it seeks to ensure that discrimination on the basis of sexual orientation and
gender preferred identity is eradicated.
In order to achieve positive change, the AEU will cooperate in and
facilitate where appropriate, research of parent, teacher, student, community
and employer attitudes on sex-role stereotyping in the context of the
development and implementation of policy and curricula.
4.1.1 Resources should be allocated by State Government for the
establishment of and/or the maintenance of non discriminatory resources which
would provide appropriate and relevant material for in‑service programs
and/or for the development of, and inclusion in, curriculum.
5 VOCATIONAL
EDUCATION
5.1 The AEU supports the provision of non sexist, gender inclusive
and non stereotypical vocational education guidance for all students. Vocational guidance and education should be
carried out in the context of a total life composed of work and leisure and
information on sexual orientation and gender preferred identity as an integral
part of such guidance and education. In
particular it stresses the need for vocational to:
5.1.1 Counteract the traditional channelling of girls and boys into
stereotypical learning areas so that their vocational education choices are not
prejudiced by earlier school experiences.
5.1.2 Ensure that students are educated as to the rights and support
group mechanisms available to gay, lesbian, bisexual and transgender workers who might face discrimination (either in seeking employment or in
the workplace itself) on the grounds of sexual orientation and/or gender
preferred identity.
5.1.3 Provide students with an understanding of the responsibilities of
employers and the legal limitations on employers' actions in regard to matters of sexual orientation
and/or gender preferred identity and sexual harassment.
The AEU stresses the need for vocational
education teachers and others involved in advisory roles to be fully familiar
with the rights and support mechanisms for gay, lesbian, bisexual and transgender students and workers.
6 SEX
EDUCATION
6.1 The AEU believes that comprehensive sex education should be
available on an on-going basis to all primary, secondary and tertiary students
and considers that:
6.1.1 Comprehensive sex education programs must be part of a broad health education curricula (which includes areas
such as safety, environmental, consumer and mental health);
6.1.2 Sex education programs must be non-sexist and non-racist;
6.1.3 Any teacher-directed presentation or discussion of GLBT issues in
a class situation should aim to be positive in approach;
6.1.4 Sex education should be developed in a manner that encourages
critical thinking and considered decision-making by students;
6.1.5 Sex education programs and related developmental areas should be
coordinated between and within schools;
6.1.6 Training, both pre and in-service, must be provided so that
teachers of sex education have an understanding of sexism, sexual politics and
the politics of health in order to deal with any prejudices, myths and
superstitions which may exist or arise in class situations;
6.1.7 Sex education programs should reflect the interests and concerns
of students and other members of the school and local community;
6.1.8 The sexual orientation and/or gender preferred identity of
individual teachers must not be a factor in determining which teachers are able
to teach sex, health or human biology education.
6.2 The AEU endorses the development of curriculum on sex education.
6.2.1 The AEU shall seek adequate yearly allocations of in-service
education dealing with health education, including sex education (which would
include sexuality);
6.2.2 The AEU shall be encouraged to propose, develop and conduct such
in-services;
6.2.3 The AEU shall, wherever possible, promote sex education within
the teaching service and among school communities.
6.3 The AEU believes that where GLBT issues are relevant to
programs that fall outside the health education area that such relevance be
acknowledged in a positive manner.
7 TEACHER
HEALTH
7.1 The
AEU asserts that the employer is responsible for:
· taking preventative measures to
avoid health or welfare problems; and
· developing a range of options for
dealing with matters of health and welfare.
7.2 In considering teacher health and welfare, the AEU demands
that the employer recognise the stresses placed upon non-heterosexual teachers in
a society that is considered to be heterosexist.
8 THE
ROLE OF THE AEU
8.1 The AEU is committed to ensuring that the concerns of gay, lesbian, bisexual and
transgender members are addressed. Every endeavour shall be made:
8.1.1 To promote the general welfare, personal, civil, and industrial
rights of gay, lesbian,
bisexual and transgender people as members.
8.1.2 To liaise with the various networks of gay, lesbian, bisexual and transgender people to maximise unionisation of teachers within
all groups and foster a more positive and active role for them within the
teacher unions.
8.1.3 To initiate and coordinate a staff development program so that
all AEU Officers are better able to further the welfare and the rights of its gay, lesbian, bisexual and
transgender members.
8.1.4 To establish committees expressly for the purpose of supporting
the personal, civil, industrial, and workplace rights of gay, lesbian, bisexual and
transgender members, and encouraging
their closer relationships with the union.
These committees should also pursue the rights of all teachers to
influence curricula in ways that will enhance understanding and acceptance of gay, lesbian, bisexual and
transgender people.
8.1.5 To jointly sponsor and encourage the development of a nation wide
support network amongst its members, for the purpose of further policy
development on sexual orientation and gender preferred identity, and for
development of strategies for implementation of such policies.
8.1.6 To organise workshops and discussion groups specifically for
their gay, lesbian,
bisexual and transgender members to identify and
clarify their needs, concerns and conditions.
8.1.7 To initiate research which attempts to document the number of
gay, lesbian, bisexual and transgender members of the union and their positions
within the education industry.
8.1.8
To ensure that all
industrial agreements contain as positive clause on the rights of gay, lesbian,
bisexual and transgender members.