@ace_kids10 Equality Superhero Marketing Face, Moffat 2019 :
"I've been at the forefront of a fight for equality in education particularly LGBT equality".
Its really simple here isn't it ? We are not talking about sex here, we are talking about different families.
"I've been at the forefront of a fight for equality in education particularly LGBT equality".
Its really simple here isn't it ? We are not talking about sex here, we are talking about different families.
@ace_kids10 The Primary School is often thought of as a place of safety & innocence.
@ace_kids10 It is with the politics of the sexualised teacher body, framed within the wider 'power-geometries'
of the British education system , that this tale begins
of the British education system , that this tale begins
@ace_kids10 within the space of govn-imposed daily literacy hour she was motivated to explore the themes raised in the gay-affirmative story books loaned to participating schools
@ace_kids10 Despite the discussion, the embeddedness of heterosexuality & ideas about marriage were such that Laura's pupils suggested reasons for the Prince not marrying a Princess
@ace_kids10 Again resisting same-sex relationships, and perhaps other aspects of Cindy's lifestyle, the pupils asked, "Will you get married?"
@ace_kids10 that 'it is not enough ' merely to expose pupils to stories without guidance ..
'directors of conversation' ...affirm moral legitimacy of homosexuality
'directors of conversation' ...affirm moral legitimacy of homosexuality
@ace_kids10 Speaking the Unspeakable in Forbidden Places : addressing lesbian, gay, bisexual & transgender equality in the primary school
Sex, Sexuality, politics of sexualised teacher body,
No sex & no ideology says Moffat cover story for No Outsiders.
Sex, Sexuality, politics of sexualised teacher body,
No sex & no ideology says Moffat cover story for No Outsiders.
@ace_kids10 P.15
childhood has been viewed as a time of 'presumed sexual innocence '- a time where chidren are presumed to remain untouched & untroubled by the cares of the adult sexual world.
to come...
discussion of chidren & sex remain controversial (especially in schools), children
childhood has been viewed as a time of 'presumed sexual innocence '- a time where chidren are presumed to remain untouched & untroubled by the cares of the adult sexual world.
to come...
discussion of chidren & sex remain controversial (especially in schools), children
@ace_kids10 P.15
children are defined by adults as a special category of people deserving adult protection & sympathy.
Sexuality is seen as 'a special area of life ' & one that should be reserved for adulthood.
children are defined by adults as a special category of people deserving adult protection & sympathy.
Sexuality is seen as 'a special area of life ' & one that should be reserved for adulthood.
@ace_kids10 P. 18
the session explicitly focused therefore on the 'forbidden ' subject of sexualities, albeit embedded in the wider discussions around identities & marginally. Teacher-researchers throughout the No Outsiders project, & more particularly their colleagues, have expressed
the session explicitly focused therefore on the 'forbidden ' subject of sexualities, albeit embedded in the wider discussions around identities & marginally. Teacher-researchers throughout the No Outsiders project, & more particularly their colleagues, have expressed
@ace_kids10 P.18
concerns about discussing sexualities within the classroom.
Fears have included parental & wider public reaction, as well as specific concerns around how to appropriately introduce sexuality as a classroom subject.
...these fears have inevitably influenced
concerns about discussing sexualities within the classroom.
Fears have included parental & wider public reaction, as well as specific concerns around how to appropriately introduce sexuality as a classroom subject.
...these fears have inevitably influenced
@ace_kids10 P.18
by the notion that schools are havens of childhood 'innocence '.
Through the explicit discussion of sexualities, Kate bought in to the primary class room not just the 'forbidden ' subjects of sexuality, but also the doubly forbidden subject of LGBT sexualites, situating
by the notion that schools are havens of childhood 'innocence '.
Through the explicit discussion of sexualities, Kate bought in to the primary class room not just the 'forbidden ' subjects of sexuality, but also the doubly forbidden subject of LGBT sexualites, situating
@ace_kids10 P.17
after-school club, classroom space literally changes in relation to time, and formal rules & relationships change also. This transformation, we argue, offers teachers huge potential for exploring sexualities equalities.
...exploration of identities & labelling
after-school club, classroom space literally changes in relation to time, and formal rules & relationships change also. This transformation, we argue, offers teachers huge potential for exploring sexualities equalities.
...exploration of identities & labelling
@ace_kids10 P.17
.exploration of identities & labelling within the informal space of an after- school art club, as part of No Outsiders project, opened up possibilities for discussing sexualities with year six (10yr olds) primary school children.
.exploration of identities & labelling within the informal space of an after- school art club, as part of No Outsiders project, opened up possibilities for discussing sexualities with year six (10yr olds) primary school children.
@ace_kids10 P.20
the formal-to-informal status, that takes place in the transition between school hours & after- school hours is associated with the relaxing of formal teacher-pupil relationships, and with the blurring of boundaries
the formal-to-informal status, that takes place in the transition between school hours & after- school hours is associated with the relaxing of formal teacher-pupil relationships, and with the blurring of boundaries
@ace_kids10 P.20
the relaxing of formal teacher-pupil relationships, and with the blurring of boundaries
between public & private a space is opened up in which it is possible to explore sexualities (including teachers' sexualities).
the relaxing of formal teacher-pupil relationships, and with the blurring of boundaries
between public & private a space is opened up in which it is possible to explore sexualities (including teachers' sexualities).
@ace_kids10 Let us remind ourself of the No Outsiders marketing face, Mr Moffat
mantra, " nothing about sex or bodies at all.
It's only 2 mummies & 2 daddies & merely that gay people exist."
NO project aims to lead kids Primary aged kids into private arena of sexualities equalities
mantra, " nothing about sex or bodies at all.
It's only 2 mummies & 2 daddies & merely that gay people exist."
NO project aims to lead kids Primary aged kids into private arena of sexualities equalities
@ace_kids10 this agenda behind NO is an adult one.
There is almost a resentment of the idea that childhood is time of innocence.
The need to relax teacher-pupil relationships & blur the boundaries of private & public space concerns me as a parent.
Those boundaries there to protect all
There is almost a resentment of the idea that childhood is time of innocence.
The need to relax teacher-pupil relationships & blur the boundaries of private & public space concerns me as a parent.
Those boundaries there to protect all
@ace_kids10 1 There is an air of unreality about all this. ‘At what cost do we deny children’s and teacher’s sexuality? What do we lose if desire and pleasure are banned from the classroom? What is the place of the research team members’ own bodies, desires and pleasures in this research?’
@ace_kids10 2 Reading these questions, you have to keep reminding yourself that the bodies in question are those of adults and the children aged 5 to 11 who are in their care to learn.
transgendertrend.com/no-outsiders-q…
transgendertrend.com/no-outsiders-q…
@ace_kids10 Mr Moffats marketing ", nothing about sex or bodies ".
No Outsiders project, inside the covers, 'What do we lose if desire & pleasure are banned in the classroom? '
No Outsiders, like the duck’s egg, has been a long time in the hatching. It began in academia,
see article
No Outsiders project, inside the covers, 'What do we lose if desire & pleasure are banned in the classroom? '
No Outsiders, like the duck’s egg, has been a long time in the hatching. It began in academia,
see article
@ace_kids10 P.24
children are schooled into gender & sexuality in
school settings that are suffused with sexuality that is,
specifically, a heterosexuality.
children learn about their sexualised bodies via their separate use of boys‟
and girls‟ toilets and changing rooms.
children are schooled into gender & sexuality in
school settings that are suffused with sexuality that is,
specifically, a heterosexuality.
children learn about their sexualised bodies via their separate use of boys‟
and girls‟ toilets and changing rooms.
@ace_kids10 P.24
explored the possibilities of „private matters‟ entering „public spheres‟ (e.g. gay and lesbian
pride marches, Brickell, 2000).
boundaries are always open to continuous struggle and they are continually
being made and remade through social relations
explored the possibilities of „private matters‟ entering „public spheres‟ (e.g. gay and lesbian
pride marches, Brickell, 2000).
boundaries are always open to continuous struggle and they are continually
being made and remade through social relations
@ace_kids10 P. 25
the division of space into the public and the private
is never helpful, as it enables wider problems (such as homophobia) to be simply seen
as school problems and it does not account for the ways in which education and
learning (about issues like homosexuality
the division of space into the public and the private
is never helpful, as it enables wider problems (such as homophobia) to be simply seen
as school problems and it does not account for the ways in which education and
learning (about issues like homosexuality
@ace_kids10 P.25
homosexuality and alternative family forms) could (and
does) take place „through constellations of relations that extend well beyond the
classroom‟
The No Outsiders project....
offered us insight into the potential of consciously and persistently working across
these
homosexuality and alternative family forms) could (and
does) take place „through constellations of relations that extend well beyond the
classroom‟
The No Outsiders project....
offered us insight into the potential of consciously and persistently working across
these
@ace_kids10 P.25
working across these apparently boundaried spaces within and beyond schools: the project leaks from
the staffroom into the „dangerous‟ spaces of the school corridor; it leaks inwards from
teachers‟ own convictions and actions into the classroom, and outwards again to
working across these apparently boundaried spaces within and beyond schools: the project leaks from
the staffroom into the „dangerous‟ spaces of the school corridor; it leaks inwards from
teachers‟ own convictions and actions into the classroom, and outwards again to
@ace_kids10 P.25
teachers‟ own convictions and actions into the classroom, and outwards again to the
community; it leaks from the pages of the project books to the homes
teachers‟ own convictions and actions into the classroom, and outwards again to the
community; it leaks from the pages of the project books to the homes
@ace_kids10 They knew this when they did this research.
They marketed it in buzz words of equality & diversity, this crossing of private & public boundaries & the boundaries of the majority.
They acknowledge its 'dangerous' territory. They have no safe space for parents to be included here
They marketed it in buzz words of equality & diversity, this crossing of private & public boundaries & the boundaries of the majority.
They acknowledge its 'dangerous' territory. They have no safe space for parents to be included here
@ace_kids10 P.25
teachers‟ own convictions and actions into the classroom, and outwards again to the
community; it leaks from the pages of the project books to the homes
4-6 yr olds come home with Princess Boy from Anderton Park, mum Rosina Afsar raises legitimate concerns as parent.
teachers‟ own convictions and actions into the classroom, and outwards again to the
community; it leaks from the pages of the project books to the homes
4-6 yr olds come home with Princess Boy from Anderton Park, mum Rosina Afsar raises legitimate concerns as parent.
@ace_kids10 AP lead protester Rosina Afsar, said
" I am a Muslim. I have a 4 & a 6 year old, I don't teach them at home about religion, they are too young.
I don't teach them what is right of wrong in regards to sexuality or if we can be a boy or girl, we don't have that conversation.
" I am a Muslim. I have a 4 & a 6 year old, I don't teach them at home about religion, they are too young.
I don't teach them what is right of wrong in regards to sexuality or if we can be a boy or girl, we don't have that conversation.
@ace_kids10 My children don't ask cos they are not exposed to it at home. At school they are & my concerns are is it going to contradict how I would be raising my children". (6: 37 )
@ace_kids10 Lead protester Rosina doesn't fit the narrative of religious fundamentalists HTs would have us believe is behind this.
Is gay writer extremists for agreeing with Rosina
threadreaderapp.com/thread/1161746…
Is gay writer extremists for agreeing with Rosina
threadreaderapp.com/thread/1161746…
@ace_kids10 He says;
If I was a parent I'd protest against this regressive rubbish and the same twisty thread of stereotyping & confusion runs through the other books, ('My Princess Boy' isn't exactly hiding its agenda). So what is 'No Outsiders' really doing in our schools?
If I was a parent I'd protest against this regressive rubbish and the same twisty thread of stereotyping & confusion runs through the other books, ('My Princess Boy' isn't exactly hiding its agenda). So what is 'No Outsiders' really doing in our schools?
@ace_kids10 My Princess Boy is used in No Outsiders at Parkfield & at Anderton Park.
@ace_kids10 P.25
teachers‟ own convictions and actions into the classroom, and outwards again to the
community; it leaks from the pages of the project books to the homes
These parents are not extremists attacking school. The researchers knew impact. This is personal beliefs of activists
teachers‟ own convictions and actions into the classroom, and outwards again to the
community; it leaks from the pages of the project books to the homes
These parents are not extremists attacking school. The researchers knew impact. This is personal beliefs of activists
@ace_kids10 personal beliefs of teachers being given right to cross boundaries into private arena , into territory a parent of 4 & 6 yr old feels their child too young & has no need to explore.
Are we homophobic for saying this too young? Are we transphobic to say don't confuse our kids
Are we homophobic for saying this too young? Are we transphobic to say don't confuse our kids
@ace_kids10 P.26
Inspired by the learning potential created by these conscious border crossings,
we exhort educators to both deliberately reflect on the spatial geographies of schools
and to deliberately transgress them.
No Outsiders project has been simply noticing boundaries,
Inspired by the learning potential created by these conscious border crossings,
we exhort educators to both deliberately reflect on the spatial geographies of schools
and to deliberately transgress them.
No Outsiders project has been simply noticing boundaries,
@ace_kids10 mapping the
various micro-cultures of different places in the school: the classroom, the corridor,
the playground, the staff room are all interrelated yet bounded.
What is acceptable &
unacceptable to say & do? What happens when words & actions leak from one
space
various micro-cultures of different places in the school: the classroom, the corridor,
the playground, the staff room are all interrelated yet bounded.
What is acceptable &
unacceptable to say & do? What happens when words & actions leak from one
space
@ace_kids10 leak from one
space to the other? What happens when we open new channels & allow the fully
diverse & physical world beyond school to trickle into our carefully restricted school spaces?
space to the other? What happens when we open new channels & allow the fully
diverse & physical world beyond school to trickle into our carefully restricted school spaces?
@ace_kids10 P.26
How can this be done so that spatial transgressions are productive
while at the same time safe enough so that we don‟t lose our jobs? ,
We might
invite our own and children‟s physical bodies into school, with all their complexities
of sex, gender and sexuality,
How can this be done so that spatial transgressions are productive
while at the same time safe enough so that we don‟t lose our jobs? ,
We might
invite our own and children‟s physical bodies into school, with all their complexities
of sex, gender and sexuality,
@ace_kids10 We might
invite our own and children‟s physical bodies into school, with all their complexities
of sex, gender and sexuality, and we might discuss how and why these complexities
are policed in certain ways (in some case erased entirely) inside and outside school.
invite our own and children‟s physical bodies into school, with all their complexities
of sex, gender and sexuality, and we might discuss how and why these complexities
are policed in certain ways (in some case erased entirely) inside and outside school.
@ace_kids10 P.27
Overall, we think the critical and persistent practice of boundary mapping and
strategic leaking can be at least as effective in advancing sexualities equality in
schools as any particular set of resources or curriculum guidance,
Overall, we think the critical and persistent practice of boundary mapping and
strategic leaking can be at least as effective in advancing sexualities equality in
schools as any particular set of resources or curriculum guidance,
@ace_kids10 and that this
practice requires that teachers develop new ways of thinking that enable them to
identify and question established school geographies.
practice requires that teachers develop new ways of thinking that enable them to
identify and question established school geographies.
@ace_kids10 This is No Outsiders Research Project
Swept under the magical carpet of Equality teaching
academia.edu/1029463/Interr…
Swept under the magical carpet of Equality teaching
academia.edu/1029463/Interr…
@ace_kids10 Rosina 's boundaries;
@ace_kids10 Superheroes Moffat & Clarkson both have used EA2010 to embed in gender identity (not protected characteristic) & sexual orientation into ethos of school & call it equality & deny LGBT agenda.
Relationships Education taught under guise of equality to circumvent DfE guidelines.
Relationships Education taught under guise of equality to circumvent DfE guidelines.
@ace_kids10 The question of why the Equality Act was chosen by Andrew Moffat as a vehicle for his teaching programme remains. There is no legal requirement to teach it in the way that Moffat has chosen. The framework of the 9 protected characteristics is cumbersome. The suspicion must be
@ace_kids10 The suspicion must be that he is using the cover of the Equality Act to teach what is his main interest, LGBT, and within that, gender identity. The genesis of No Outsiders bears this out. While most commentators have repeated the line that he thought up or devised the programme
@ace_kids10 programme himself, in the introduction to No Outsiders he acknowledges its origins:
“…a project that ran from 2006 to 2008, supporting primary school teachers to develop strategies to address lesbian, gay, bi-sexual and transgender equality in primary schools.
“…a project that ran from 2006 to 2008, supporting primary school teachers to develop strategies to address lesbian, gay, bi-sexual and transgender equality in primary schools.
@ace_kids10 The No Outsiders project began life in September 2006 at the University of Sunderland, led by Dr Elizabeth Atkinson and Dr Renee DePalma, with a grant of £575,435.85. It ended in December 2008. In addition to the academic staff 26 practitioner-researchers were recruited,
@ace_kids10 One of those teacher researchers, recruited for the project, was Andrew Moffat. He was also one of the speakers at No Outsiders seminar at the University of Exeter in 2008 where he co-presented a paper with Dr Elizabeth Atkinson, the project co-leader.
@ace_kids10 The title of the seminar was Queering the Body; Queering Primary Education.
The danger of accusations of the corruption of innocent children…..has led team members to make repeated claims that this project in not about sex or desire – and that it is therefore not about bodies.
The danger of accusations of the corruption of innocent children…..has led team members to make repeated claims that this project in not about sex or desire – and that it is therefore not about bodies.
@ace_kids10 led team members to make repeated claims that this project in not about sex or desire – and that it is therefore not about bodies. Yet, at a very significant level that is exactly what it is about…”
transgendertrend.com/no-outsiders-q…
transgendertrend.com/no-outsiders-q…
@ace_kids10 In fact, Chips is being used in 35 other Birmingham schools. Two years ago the council hired the award-winning teacher and campaigner Elly Barnes as its LGBT adviser for schools, & began rolling out her Educate and Celebrate teaching in secondary schools & Chips in the primaries.
@ace_kids10 (“It’s not a big lesson about being gay,” says Barry). It’s not about sex, and as it’s not part of sex relationships education (SRE), parents have no right to withdraw their children.
Like Welford, Anderton Park, in Sparkhill, Birmingham, started using the resources this term.
Like Welford, Anderton Park, in Sparkhill, Birmingham, started using the resources this term.
@ace_kids10 Unlike Barry, Anderton Park headteacher Sarah Hewitt-Clarkson didn’t tell parents about Chips in advance, and has had no complaints at the school, where the vast majority of pupils come from Muslim families. “It’s just some books,” Hewitt-Clarkson says. “Lovely story books.
@ace_kids10 I wouldn’t talk to parents if I was going to buy books about children in wheelchairs or children who are blind. We’ve just spent £9,000 on some new books for the library – I didn’t tell the parents about that.”
( this is Relationships Ed..must consult parents DfE guidelines)
( this is Relationships Ed..must consult parents DfE guidelines)
@ace_kids10 think if parents start kicking off like they did at Welford, they should lose their right to a free education [for their children]. British values are about the rule of law. The Equality Act is the law, so you can’t pick and choose that bit; it should not be negotiable.”
@ace_kids10 Clarkson says,
know it sounds a terrible cliché, but I wanted to mould and shape the future generation.
theguardian.com/education/2014…
know it sounds a terrible cliché, but I wanted to mould and shape the future generation.
theguardian.com/education/2014…
@ace_kids10 "The Equality Act is the law, so you can’t pick and choose that bit; it should not be negotiable," she says.
Moffat & Clarkson CAN pick & choose & bring in gender identity as a protected characteristic when it is NOT. They can circumvent DfE guidelines, misrepresent EA2010.
Moffat & Clarkson CAN pick & choose & bring in gender identity as a protected characteristic when it is NOT. They can circumvent DfE guidelines, misrepresent EA2010.
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