How Does Pride Relate to the Global Learning Programme?

Starting the debate: Pride and the global struggle
for LGBT rights

Introduction

Organised all over the country with, among many others, London Pride in June, Bristol and Newcastle in July and Brighton in August, these sparkling parades, concerts and vigils act as a vocal reminder of the local Lesbian, Gay, Bisexual and Transgender (LGBT) community and an important mark of identity for many.

How does Pride relate to the Global Learning Programme?

A number of aspects of the Global Learning Programme (GLP) can link directly to investigating Pride, in particular:

· themes including interdependence, and enquiry and critical thinking (see GLP curriculum framework)

· skills including challenging perceptions, and values including respect for others (see GLP pupil outcomes)

For example, the importance of linking people’s lives throughout the world, and critically examining a global issue that affects many peoples politically and socially, are at the heart of global learning. This is an opportunity for pupils in the UK to understand how the rights that may be enjoyed by people here, such as the right to a private life, are not necessarily enjoyed in all parts of the world, and that open discrimination against LGBT people is widespread in many nations. It is an opportunity to consider how the world can be made more just and sustainable. This guidance will help teachers encourage pupils to think critically about the issues of persecution and discrimination, and to challenge injustice – not as an aspect of charity but through the lens of social justice.

Pupils could consider:

● how and why some nations persist in denying rights to LGBT people

● why some nations have national policies that discriminate against LGBT

● why some nations enforce laws that may contradict aspects of international governance that they otherwise align themselves with.

Such aspects also link to bigger concepts and values relating to human rights, law and democracy – including the impact of discrimination in creating poverty among such groups, for example by denying them access to education, employment and equality. The role of world and regional governance can be examined in this respect:

● How does international legislation or bodies such as the United Nations or the European Union approach LGBT matters?

● How can such bodies champion human rights, and also work with countries that openly or covertly persecute these (substantial) minority groups?

● At a time when the Olympic movement endeavours to include all peoples in its competitions, and advocates equality of access to sport – including refugees and migrants – how does the Olympic movement challenge discrimination against LGBT sportspeople in their own nations?

Pride parades in context

Although Pride events are the highlight of the social calendar for some, they haven’t always been colourful parades.

Pride parades (or Pride marches, Pride events, and Pride festivals) for the LGBT community are events celebrating LGBT culture and pride. The events also at times serve as demonstrations for legal rights such as same-sex marriage. Most Pride events occur annually, and many take place around June to commemorate the New York Stonewall Riot of 1969, a pivotal moment in modern LGBT social movements, and the inspiration and catalyst for the fight for legislative and social equality.

This document suggests some of the issues that teachers might wish to investigate during this Pride season, for example by linking Pride events celebrating LGBT identity in the UK and across the globe with the ongoing struggle by campaigners for equality globally.

What are the issues?

Attitudes about Lesbian, Gay, Bisexual and Transgender issues have changed over the years. While homosexuality was only decriminalised in Britain in 1967, a growing tide of legislative changes favouring LGBT equality has swept across the British Isles since then with England, Wales and Scotland introducing equal marriage legislation, coupled with 62% of Irish voters backing a referendum giving gay and lesbian couples the right to marry in the Republic of Ireland. Only Northern Ireland lags behind.

Pride celebrations are seen by many people as an important way to express their identity and to demand greater respect for human rights. Indeed, while Britain has now won LGB legislative equality, there are still significant issues around transgender equality to be resolved.

It is arguably mainstream films, like the British LGBT-related historical comedy-drama Pride (2014), that have popularised the struggle for LGBT rights. The unlikely alliance between a group of LGBT activists and Welsh miners during the 1984 miners’ strike provides a prism to look at parts of the world where LGBT rights continue to be a distant dream for so many. It might also be the starting point for teachers who would like to investigate these themes and issues.

What is the situation for LGBT rights internationally?

Being LGBT is illegal in almost 80 countries globally and is punishable by death in at least five of these. Which nations are these and what recent media coverage has there been of such persecution? Is such persecution a cultural, religious or political policy in those nations? How can this be challenged when the issues might be very complex, ingrained in that nation and very controversial? Despite the presence of many international LGBT rights NGOs, it is often local activists on the ground who continue to fight and, sometimes, pay the ultimate price for their work. A good example of inspirational activism is David Kato, who was murdered shortly after the filming of Call Me Kuchu (2012), a documentary that followed his campaign for LGBT rights in Uganda. An accessible starting point for investigating LGBT rights internationally is Scott Mill’s Worst place to be gay in the world (BBC).

Possible approaches and aspects for investigation in the classroom

● The GLP website offers guidance to help teachers consider approaches and choose topics, themes and lesson activities on human rights.

● The GLP website offers guidance and support for critical thinking in the context of global learning.

● You might also want to investigate matters of equality in the context of the GLP’s support for ‘British values’

● Oxfam and the Historical Association offer guidance on teaching controversial issues.

● Inspiring Equality in Education School Resource, funded by the Department for Education and the Government Equalities Office, is designed to help staff in primary and secondary schools gain the confidence, knowledge and tools to create a safer learning environment for LGBT+ young people and their families.

● Teachers can help students to engage with global issues by adopting a local, followed by a more global, approach to their teaching. As such, you might want to consider using Stonewall’s 2012 School Report to prompt discussion and allow students to explore attitudes towards LGBT people in your own school.

● Freely available pictures of a local Pride event from the Internet might also prompt discussion. Why do so many LGBT people want to celebrate their identity so visibly?

● Same-sex marriage is a reality in England, Wales, Scotland and the Republic of Ireland, but you could encourage students to consider what life might have been like for LGBT people in the past – reminding them that homosexuality was only decriminalised in Britain in 1967.

● In a UK context Schools Out and LGBT History Month include a range of guidance and resources.

● Amnesty International offers a variety of teaching resources that link the Universal Declaration of Human Rights (UDHR) to the continuing struggle of LGBT people living in various countries who face legal and social discrimination.

● Resources that give a wider view can be found on the Stonewall International web pages

● Maps showing global variations in LGBT/gay rights and legislation are readily available on the Internet.

Resource created by the Association for Citizenship Teaching (ACT) for the Global Learning Programme.