title: "We Don't Get Into All That": An Analysis of How Teachers Uphold Heteronormative Sex and Relationship Education.
abstract: Legislation that applies to UK SRE currently advocates inclusive provision. Given the nonstatutory status of SRE, however, it is unclear how teachers incorporate sexual inclusivity, especially as research has shown that teachers' discursive practices can promote a heteronormative SRE climate (Renn, 2010). Using a discursive psychological approach to analyze interview data, this study examined how teachers account for their provision as inclusive. It was revealed that even when promoting their inclusivity, teachers' SRE provision upholds heteronormativity. In doing this, they positioned LGB and same-sex practices outside of the classroom, potentially leaving these young people without a sufficient sex education.
authors: a School of Education, Law and Social Sciences , Birmingham City University , Birmingham , UK.
authors: Keeley
authors: K
authors: Abbott
authors: b Department of Psychology, Sociology and Politics , Sheffield Hallam University , Sheffield , UK.
authors: Sonja
authors: S
authors: Ellis
authors: b Department of Psychology, Sociology and Politics , Sheffield Hallam University , Sheffield , UK.
authors: Rachel
authors: R
authors: Abbott
mesh_terms: D000293:Adolescent; D000328:Adult; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D012736:Sex Education; D012725:Sexual Behavior; D066262:Social Norms
keywords: UK; discursive psychology; heteronormative; homophobia; inclusivity; sex and relationship education; young people