Citizenship Education - PowerPoint Presentation

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Citizenship Education100 Years OnAn SPHE Network Conference2016Slide2

Dr. Bernie CollinsDr. Seline

Keating

Institute of Education, DCU

A Pilot Educational Awareness Programme to Tackle Homophobic and Transphobic Bullying in Primary SchoolsSlide3
Slide4

This project was funded by the Department of Education and Skills and was a partnership between

BeLonG

To Youth Services and St. Patrick’s College.

It was supported by an Advisory Group whose membership included: INTO; INTO-LGBT Teachers' Group; IPPN; National Parents' Council; CPSMA; PDST, Educate Together; Community National Schools-DDL; Church of Ireland - Board of Education; GLEN; TENI.Slide5

DefinitionsHomophobic bullying refers to bullying based on a person’s sexual orientation, or perceived sexual orientation. It may also include bullying based on the sexual orientation or perceived sexual orientation of family members

.

Transphobic bullying

refers to bullying based on a person’s gender (where that differs from their birth gender), or perceived gender identity. It may also include bullying based on a family member’s gender identity or perceived gender identity.Slide6

Rationale and ContextLegal InstrumentsEquality Act (2004)

Gender

Recognition Act (2015)Marriage Referendum (2015)

Policy InstrumentsAnti-bullying Procedures for Primary and Post-primary School (2013)Circular 0045/2013Slide7

Bullying is defined as unwanted negative behaviour, verbal, psychological or physical, conducted by an individual or group against another person (or persons) and which is repeated over time. These procedures make clear that this definition includes cyber-bullying and identity-based bullying (such as homophobic bullying and racist bullying)

Circular 0045/2013

The

education and prevention strategies that the school will implement must be documented in the anti-bullying policy and must explicitly deal with the issue of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying

Procedures p.6Slide8

Homophobic and transphobic bullying

(bullying targeted at those who are or who are perceived to be LGBT) has also been found to be prevalent with evidence that such pupils have particular difficulty in speaking up or reporting the bullying behaviour

p.15Slide9

Implementation of education and prevention strategies (including awareness raising measures) that-

build

empathy, respect

and resilience in pupils;- explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying;

p.18Slide10

Rationale…Guasp (2014): lack of training a barrier for teachers in tackling homophobic and transphobic bullying in primary schoolsSlide11

Relevant ResearchSlide12

ResearchHiggins et al. (2016) Clearly shows that young LGBTI people in particular are at risk from depression, self-harm, suicide ideation and discrimination, and that schools in many instances are not the safe places they should be

Farrelly (2014)

Highlighted the prevalence of homophobic bullying in Irish primary schoolsMinton (2013) post-primary 2nd years/5th year students, Name calling and physical bullying Slide13

Reactions of Schools (Summary)International and national picture: High awareness but little actionRange of reasons: ‘protect the victim’ ‘children do not understand the language’ – misunderstanding of obligations

Success of prevention programmes with whole school support, link with other prevention approaches in relation to bullying

Interventions should not be in isolation from other topics and curricular areas Slide14

Programmes/ResourcesInternationalUSA, Canada, Australia, UKNational

Existing LGBT resources

Common featurese.g. storybooks

video-clips postersSlide15

Aims of the Pilot ProjectProvide practical ways to prevent and deal with incidents of homophobic and transphobic bullying, including

tackling inappropriate language

and misconceptions about LGBTI people amongst pupils;

Open avenues of communication and discussion about homophobia and transphobia amongst 5th and 6th Class pupils in order to foster inclusion and respect;Work with principals and those in leadership in schools

to identify links with existing primary school policies such as Child Protection and Anti-bullying Policies;Slide16

Aims…Enhance pupils’ sense of belonging and self-esteem

;

Ensure that homophobic and transphobic bullying incidents in primary schools are dealt with as effectively as incidents of other types of bullying;

Integrate the pilot resources into curriculum provision and school culture/ethos.Slide17

LessonsAn equality and rights-based approach to tackling homophobic and transphobic bullying

Grounded in the

SPHE curriculumTargeted at

5th and 6th class pupilsAddresses the directive of the DES Circular 0045/2013

and DES Action Plan on Bullying (2013)Slide18

6Festinger, Schachter and Back (1950)

1.

T

he Charter of Children’s Rights

2.

The Equality Act

3

.

Scenarios

4

.

The Gender Recognition Act

5

.

Reflection

Lesson 1

Outline

HUMAN

RIGHTS

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6Festinger, Schachter and Back (1950)

1.

Defining Bullying

2.

Bullying Perceptions

3

.

Bullying Behaviours

4

.

“The Bully Circle”

5

.

Scenarios

Lesson

2

Outline

BULLYING

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©

Dr.

Seline KeatingSlide22

6Festinger, Schachter and Back (1950)

1.

Responding to Bullying Behaviours

2.

Scenario Placemat

Activity

3

.

Scenarios Re-visited

4

.

The Effects of Bullying Behaviours

Lesson 3

Outline

RESPONDING TO BULLYING

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6Festinger, Schachter and Back (1950)

1.

Recap

2.

Belonging

3

.

Positive Endings

4

.

Rainbows

5

.

Reflection

Lesson

4

Outline

ALL TOGETHER

NOW!

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Sample of art work from one of the Wexford piloting schoolsSlide26

Schools

Denominational (Catholic)

9

Community National

2

Educate Together

3

School Type

DEIS

2

Non

DEIS

12

School Gender

Mixed

14

Class level

4

th

/ 5

th

2

5

th

6

5

th

/ 6

th

2

6

th

17

Total Number of Classes

27

Total Numbers of School Personnel Involved

34Slide27

 …using rights and equality as a starting point contextualised the bullying scenarios very well(5

th

Class Teacher)I liked that we were told to refer to the school’s Anti-bullying Policy and gave us an opportunity to explain what it is and why it’s in place

(4th/5th Class Teacher)Conversation around the nine grounds was very interesting and children were very tuned in when sexual orientation was discussed because to some these are such forlorn words…The scenarios were great, very real life and really created awareness to how easily people can be discriminated against in everyday situations and how it may have often happened to them

(4th/5th Class Teacher)Slide28

The Bully Circle was so interesting! It was great to have this resource to show the children and it was a great opportunity for them to think about where they fit in. I’ve never had a chance to discuss this before with a class. Usually you focus on the bully and the victim…I can’t stress enough how great I thought the Bully Circle resource was. It explained everything at their level

(5

th Class Teacher)

…the scenarios were really good as they related to contemporary children’s lives. One of the girls really identified with the scenario about the girl who was always playing with the boys. She very confidently said that was like her. She said she wished she was a boy sometimes.(6th Class Teacher)Slide29

Children’s reactionsThroughout the programme the children reacted brilliantly in the lessons. They showed a maturity which I hadn’t expected and they felt almost ‘empowered’ when they learned that the little things whey they do could help to make a stand against all types of bullying

”

(6th Class teacher)

…where we thought they would giggle, they didn’t even blink an eye! It seems that when things are just explained to them, they are not taboo and it’s not as likely that they will use those words to tease someone especially at school. (6

th Class teacher)Slide30

RecommendationsTraining: various groups (e.g. teachers; BOMs; parents)D

enominational schools: making the case in relation to policy issues

Take account of evolving professional development requirements; curriculum developments; understanding of LGBTI issuesSlide31

RecommendationsWorking with lower class levels to develop empathy and respect;Exploring partnerships: PDST; NCCA (for example)

Conducting research: children’s attitudes/responses; parental attitudes/responses; school types etc.Slide32

Dr. Mary McAleese… we have the chance to make this country the best in the world for LGBTI citizens. It will not happen by chance but by change. We committed to that change last May and now we have to follow through, drilling down through the centuries of sediment, to the heart’s core, releasing the goodness, decency and egalitarian sensibility that Ireland is capable of.

(22

nd March 2016)Slide33

All Together Now! Launch (17-10-16)

Lessons available on

www.belongto.org