Investigating Sexuality Discourses in the U.K. Secondary English Curriculum

Helen Sauntson, Kathryn Simpson

    Research output: Contribution to journalArticle

    6 Citations (Scopus)


    This article reports on findings from a small-scale study that investigated sexuality discourses in the U. K. secondary English curriculum. In addition to conducting a critical analysis of English curriculum documents, interviews were also conducted with some English teachers and young lesbian, gay, bisexual, and trans-gender (LGBT)-identified people who attended, or had recently left, secondary school in Birmingham, U. K. Key findings indicate that issues around sexual diversity are noticeably absent from the curriculum, while other forms of diversity are more visible. This means that teachers are not explicitly encouraged to explore sexual diversity in their teaching, and the effects of this on young LGBT-identified people are overwhelmingly negative.
    Original languageEnglish
    Pages (from-to)953-973
    Number of pages21
    JournalJournal of homosexuality
    Issue number6-7
    Publication statusPublished - 1 Jan 2011


    • sexuality discourses
    • English national curriculum


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