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Minimum standards to combat homophobic and transphobic bullying European Parliament Brussels – 28 January 2014. George- Konstantinos Charonis Education & Social Inclusion Officer Executive Board Member IGLYO. Content. Background Minimum standards Principles Potential indicators

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george konstantinos charonis education social inclusion officer executive board member iglyo

Minimum standards to combat

homophobic and transphobic bullyingEuropean Parliament

Brussels – 28 January 2014

George-Konstantinos Charonis

Education & Social Inclusion Officer

Executive Board Member

IGLYO

content
Content
  • Background
  • Minimum standards
  • Principles
  • Potential indicators
  • Next steps
background
Background
  • Stop H8 conference (Oslo, June 2013)
    • 35 young LGBTQ activists from across Europe
    • Personal experiences, definitions of bullying, non-formal education activities
    • Outcome: minimum standards list
  • Supplementary to Guidelines on LGBTQ-inclusive education, Position Paper on Education
1 policies and training
1. Policies and training
  • Diversity & anti-bullying policies in educational institutions, explicit reference to SOGIE
  • Diversity training for all staff that includes SOGIE-related issues
  • Staff actively challenge homophobic & transphobic conduct; no victim-blaming
2 student support systems
2. Student support systems
  • Support for students exposed to or affected by bullying; information on where to seek help
  • Easily accessible and tailored support
  • Confidentiality guaranteed
2 student support systems1
2. Student support systems
  • Signposting to relevant organisations (e.g. LGBTQ youth groups)
  • Eradicating tensions: conflict resolution/intervention programmes
3 systematic data collection
3. Systematic data collection
  • Systematically monitoring progress through data collection, tailoring context-specific policies/approach
  • Identifying most prevalent forms of bullying (e.g. cyber-bullying, verbal/physical harassment, …)
  • Addressing all impacts/issues that emerge from research (e.g. insecurity, reduced educational attainment, change of future plans for education, …)
4 multilevel policies and approach
4. Multilevel policies and approach
  • Local level: institutional policies (standard 1)
  • National/regional level: Ministries of education
    • Creating appropriate regional/national frameworks for schools to combat bullying
    • Support and guidance to educational institutions
4 multilevel policies and approach1
4. Multilevel policies and approach
  • International level: monitoring countries’ fulfillment of international obligations to ensure right to education for all
  • Active involvement of youth & students, NGOs, LGBTQ orgs at all levels
principles
Principles
  • Starting point for Minimum Standards; set framework
  • Apply across activism in the education sector
  • Emerged from Stop H8 conference
bullying a comprehensive definition understanding
Bullying: a comprehensive definition & understanding

“A learner is bullied when [that learner] is exposed repeatedly over time to aggressive behaviour that intentionally inflicts injury or discomfort through physical contact, verbal attacks, fighting or psychological manipulation. Bullying involves an imbalance of power and can include teasing, taunting, use of hurtful nicknames, physical violence or social exclusion. A bully can operate alone or within a group of peers”*

*UNESCO: http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/health-education/homophobic-bullying/bullying/

education a universal human right
Education: a universal human right
  • Accessible, safe and inclusive learning environments
  • Education as a human right for all
    • International Covenant on Economic, Social and Cultural Rights
    • Convention on the Rights of the Child
    • ECHR
education a universal human right1
Education: a universal human right
  • UNESCO*
    • Equal opportunity and non-discrimination
    • Right to quality education for all
    • Right to respect within the learning environment

*UNESCO, 2012. Good Policy and Practice in HIV and Health Education Booklet 8, Education Sector Responses to Homophobic Bullying. www.unesdoc.unesco.org/images/0021/002164/216493e.pdf

visibility and awareness mainstreaming sogi issues
Visibility and awareness: mainstreaming SOGI issues
  • Recognition & celebration of diversity
  • Societal level: Positive exposure through media, key public figures & institutions, pop culture, …
visibility and awareness mainstreaming sogi issues1
Visibility and awareness: mainstreaming SOGI issues
  • Educational context: mainstreaming
    • Unbiased approach to SOGI
    • Acknowledging important LGBTQ figures with open reference to sexuality (history, literature, science, …)
    • Promoting positive role models
direct youth participation in all processes
Direct youth participation in all processes
  • Inclusive stakeholder approach to bullying, with active student participation
  • Ensuring student ownership of context-specific application of the Minimum Standards
  • Harnessing expertise from LGBTQ (youth) civil society organisations as partners
indicators
Indicators
  • Potential indicators for each minimum standard, but list not exhaustive
  • Use at local, national, regional & international level
  • E.g.
    • Minimum standard: Student support systems (2)
    • Indicator: increase in number of students that are comfortable discussing homophobic/transphobic bullying incidents with members of staff
    • Level: local/national
next steps
Next steps
  • Use by activists, schools, national ministries, etc…
  • Implementation… who’s responsibility?
  • What can you do?
thank you for your attention
Thank you for your attention!

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