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La publicación ha sido elaborada como parte del proyecto “Educación y Respeto para la prevención y atención del bullying homofóbico y transfóbico de las instituciones educativas”, con apoyo del Ministerio de Educación, Cultura y Ciencia de los Países Bajos. Este documento considera un abordaje amplio de los tipos de violencia escolar que afectan la región, sobre todo la violencia homofóbica y transfóbica. Asimismo, presenta instrumentos para un mejor desarrollo y seguridad de los estudiantes, garantizando así el goce de sus derechos, especialmente el derecho a la educación.
La presente publicación El bullying homofóbico y transfóbico en los centros educativos: Taller de sensibilización para su prevención, formula estrategias de apoyo a los docentes y las autoridades educativas con el objetivo de abordar la violencia homofóbica y transfóbica desde un enfoque de Derechos Humanos.
This issue brief urges educators, advocates, and policymakers to take immediate, concrete steps to provide LGBTQ-inclusive sex education for all youth, by: 1) Becoming advocates for LGBTQ-inclusive sex education, 2) Ensuring that school is a safe and accepting space for LGBTQ students, 3) Implementing LGBTQ-inclusive sex education in schools, community settings and online, 4) Talking to their own children and teens about sex and sexuality, 5) Working to remove state-level legal and policy barriers to LGBTQ-inclusive sex education in schools and require inclusive programs.
À partir de résultats tirés d’une enquête par questionnaire auprès de 2747 élèves de l’école secondaire québécoise et d’entrevues auprès de jeunes s’identifiant comme lesbiennes, gais, bisexuel(le)s ou en questionnement (LGBQ) ou comme trans, cet article propose une réflexion sur les violences prenant pour cible l’expression de genre à l’école. Plus du tiers des élèves s’identifiant comme hétérosexuels rapportent avoir été victimes de violences parce qu’on pense qu’ils sont, ou parce qu’ils sont gais. C’est également le cas de plus des deux tiers des élèves LGBQ. …
À partir de 22 entretiens et de 243 questionnaires d’enquête complétés par des enseignants du secondaire du Québec (Canada), cet article interroge l’existence de normes relatives au genre et à l’orientation sexuelle en milieu scolaire. Les résultats suggèrent que les pratiques professionnelles des enseignant(e)s, tant lesbiennes, gais et bisexuels (LGB) qu’hétérosexuel(le)s concernant l’homophobie et la diversité sexuelle sont influencées par ces normes. …
The author analyzes how three dimensions of the school system: school climate, formal curriculum and teaching practices influence the school experiences of LGBT youth. Rendering schooling more inclusive and less discriminatory implies understanding and taking action on each of these dimensions. The arguments are organized in three angles : Angle 1. The truth about homophobia and gender-based violence in education; Angle 2. LGBT-inclusive education; Angle 3. Teachers dealing with sexual diversity.
This paper examines how policies and strategies to address school-related gender-based violence have evolved since 2000, when gender-based violence within education was largely invisible. It traces remarkable progress in research, policy and programmes, particularly since the mid-2000s when evidence around the globe exposed high levels of many forms of violence. However, there is still insufficient knowledge about what works to reduce violence, and weaknesses in processes of policy enactment which inhibit effective action. …
This report presents an analysis of public education policies and considers where these policies intersect with programmes aimed at preventing and reducing discrimination and violence against LGBT people. The first part of the report details the current Brazilian social context focusing on: levels of inequality and poverty; educational indicators; data on homophobic violence; and an assessment of dogmatic religious discourses that are increasingly affecting policymaking and implementation in areas pertaining to sexuality. …
In order to accommodate the education needs of lesbian, gay, bisexual and transgender students American schools need to do more than add LGBT information to the curriculum in sex education class. …
The bullying of lesbian, gay, bisexual, and transgender (LGBT) youth in schools is a significant problem in the United States. This study examined responses of youth participants at a statewide Safe Schools Summit to a survey of their experiences with school-based violence, harassment, and discrimination, and of the effects of their attendance at the Summit. Quantitative analyses found that 92% of respondents felt "more empowered" following participation in the Summit. …
Lesbian, gay, bisexual and transgender (LGBT) students continue to report more often than their heterosexual peers, through repeated studies (Kosciw, et al, 2010), a much higher incidence of experiencing bullying and harassment in schools. These students also reported a higher degree of isolation and few role models in schools. This paper discusses and relates results from a 2011 study during which teachers who self-identified as LGBT completed a survey to provide information on the workplace climate. …
This report explores three countries’ responses to one aspect of LGBT marginalization—school harassment of LGBT youth. In particular, the authors studied the policies and programs of the United States, Germany and Brazil in an effort to identify lessons learned that could help ameliorate school harassment of LGBT youth and create the beginnings of a 3Rs movement to end homophobia and transphobia and the negative impact they have on young people. These countries where selected as snapshots of important, trend-setting work being done in different regions of the world. …
The academic consequences of bullying are severe, not to mention the mental and physical well-being of targeted students and bystanders alike. Bullying is not a new phenomenon, of course, but neither is it an unalterable fact of childhood. School-wide anti-bullying projects, involving parents and non-teaching staff along with teachers and student leaders have been shown to reduce harassment by as much as fifty percent.
