The recent release of United Nations Educational, Scientific and Cultural Organization (UNESCO) booklets, policy, and practice guidance on homophobic bullying in schools represents a distinct shift in how diverse student sexualities are conceptualized in education. Schools are now increasingly addressing the issue of homophobia in official policies. Such policies can include spaces for gay, lesbian, bisexual, transgender, intersex, queer (GLBTIQ), and other related student subjects. This article considers the extent to which bisexual subjectivity is reflected in Australian education policies, sexuality education practices, and school provisions. Analysis is based on a review of over 80 Australian education policies and data from a national Australian survey on GLBTIQ students aged 14–21. The article compares the general invisibility of bisexuality in education policy to its increased prevalence across GLBTIQ student identities and experiences, particularly among girls. Issues and practice ideals unique to policies and schools’ treatment of bisexual students are reflected on.
|Title of host publication||Bisexuality in education|
|Subtitle of host publication||erasure, exclusion and the absence of intersectionality|
|Place of Publication||London|
|Publisher||Routledge, Taylor and Francis Group|
|Number of pages||21|
|ISBN (Print)||1138920266, 9781138920262|
|Publication status||Published - 2016|
Bibliographical notePreviously published in Jones, T., & Hillier, L. (2014). The erasure of bisexual students in Australian education policy and practice. Journal of Bisexuality, 14(1), 53-74.
Jones, T., & Hillier, L. (2016). The erasure of bisexual students in Australian education policy and practice. In M. Pallotta-Chiarolli (Ed.), Bisexuality in education: erasure, exclusion and the absence of intersectionality (pp. 51-71). London: Routledge, Taylor and Francis Group.