Thread by @AlisonTunley

The DfE has responded to my question about how they propose schools should teach about gender identity without recourse to gender stereotypes (which @educationgovuk guidance prohibits). Hold on to your hats, it's thread time again. #edutwitter
1/18

Here's my original thread outlining my question:

https://twitter.com/AlisonTunley/status/1508532850764791814?s=20&t=3Ho-RteYGZ1B7N2AkW52LA

And the full DfE response.
2/18

In summary: DfE denies any contradiction but conveniently fails to give any definition of gender identity at all, let alone one not invoking stereotypes. They do promise further guidance in this area, so perhaps they concede that there is confusion. Now for the detail ...
3/18

DfE response: "The term 'gender identity,' in the context of paragraph 75 of the statutory RSHE guidance, is used as a generic term rather than a legal term."
4/18

For clarity, here's the relevant quote from the statutory guidance: "Pupils should be taught the facts and the law about sex, sexuality, sexual health and gender identity in an age-appropriate and inclusive way"
5/18

DfE response: "[This] does not seek to imply that there is particular legislation that applies to all of the subjects mentioned, merely that where legislation applies it should be reflected when teaching the relevant content."
6/18

Fair enough, although the guidance could be clearer on this: there IS legislation relating to the protected characteristics "sex" and "sexual orientation" and there are widely accepted facts and resources covering "sexual health".
7/18

Not only is there no law covering gender identity, but the "facts" about what this concept involves are decidedly hazy, hotly disputed one might even say. The DfE defence that this is being used as a "generic term" is no help to a teacher preparing PSHE resources.
8/18

There is no general agreement on what gender identity is, whether it is meaningful to suggest we all have one, or how you might know what your GI is without reference to cultural expectations around gender (aka the prohibited stereotypes: yes, we are going round in circles).
9/18

A matter of moments ago scarcely anyone had even heard of gender identity; now the DfE suggests it is a "generic term" with the apparent implication that its meaning requires no further interrogation or explanation.
10/18

The DfE claims "There is factual information that relates to all of the content covered by the statutory guidance".
Sadly, they do not reveal where we should source this "factual information" about "gender identity".
11/18

The good news is: DfE has massive faith in teachers to magically sort this out: "[We do not] set out how the subjects [...] should be taught as the Department believes teachers should be able to use their own knowledge & expertise to determine how they teach their pupils"
12/18

The bad news is: no amount of knowledge or expertise can provide a definition of gender identity that doesn't ultimately resort to gender stereotypes because, without some link to sociocultural expectations around gender, all that is left is individual identity/personality.
13/18

If you still think gender identity & the (for some) associated distress resulting in gender dysphoria are nothing to do with stereotypes, just read the DSM-5 diagnostic criteria for kids (Appendix 3 interim Cass Review cass.independent-review.uk/publications/i…)
14/18

Postscript: FWIW I don't think avoiding teaching about gender identity is the way forward. This concept is now ubiquitous and kids need to be thinking about what it means. It should be presented as an idea and open to the same scrutiny as other belief-based systems.
15/18

This scrutiny should involve kids (at an appropriate age) being encouraged to ask: is GI a helpful way to frame identity, can it be defined without regressive stereotypes & does it liberate us from gendered constraints or merely create extra boxes to hem us in?
16/18

Gender identity IS linked to cultural expectations & stereotypes about gender otherwise it is meaningless. Denying this link gives it a façade of acceptability while obscuring the reality with a smoke and mirrors approach to any definition.
17/18

The goal should be to create a society that celebrates and accommodates gender non-conformity without tying this to an internal identity and fuelling body dysmorphia. Be whoever you want to be, your body is just fine - look after it.
18/18