Review of ‘That’s So Gay: Changing Homophobic Bullying,’ by Jonathan Charlesworth. London: Jessica Kingsley Publishers, 2015, cloth, 182 pp.
The researcher Jonathan Charlesworth conducted a study and provided a British update on where education was headed in terms of stemming the bullying based on other students’ sexuality—or perceptions of it—across the pond. Still in 2015, it was necessary to speak of these damaging traditions and realities from the past: namely the use of control tactics and violence aimed at getting other students to act less “gay” and fit in the way other people feel they have the right to insist they should work to fit in.
As in all my reviews, I do not give away all of the book’s content. However, I do talk about some of the main topics and direct teachers and counselors to read the book to get some answers to the questions raised here.
Something we do not talk about. Of course, the number of LGBTQ+ persons is high among disadvantaged groups—financially and socially. Among the homeless, there are many LGBTQ+ persons.
We know the problem of harassment and bullying is strong and present, and we need to know ways to begin revolving it. The author provides some good information about British laws and organizations helping counselors and educators better understand the diversity and reality of the students in their classrooms. It is very interesting to see what was happening in Britain at the same time we as educators here were struggling—still are struggling—to understand differences and help the members of our learning communities embrace all who are present.
Valuing the other members of the learning community is part of our mission—as helpers, teachers, counselors, researchers, advocates, writers, and other professionals whose task it has become to serve others. Valuing persons at a disadvantage on the street is another part.
Speaking mainly to educators, the author reminds us that bullying will eventually not exist if the other members of the learning community do not accept it. Standing by idly and taking on the view that there will always be violence, bullying, cheating, and other forms of destructive behavior in schools is not part of the answer. As one might say, “doing nothing is part of the problem.” If educators stand up and speak against bullying and other complex forms of psychological torture, then they are embracing an important part of their work indeed.
It is essential for educators and counselors to understand that bullying, violence, coercion, and other radical behaviors are signs of trouble and ignorance at home. Bullying the homeless, for example, comes from lack of knowledge about homelessness and lack of understanding of the realities of how difficult the world can be.
Bullying comes from someplace, meaning this is behavior people are learning somewhere. Torturing lesbians, the homeless, gays, trans, and fluid persons are often signs there is something troubling the perpetrator, of course.
Sometimes the bullying comes from a huge well of insecurity deep in the perpetrator. Harassing or injuring homeless people comes from some cause someplace—usually not just “out of the blue.”
Calling people gay and harassing persons the bullying offender targets is caused by something or someone. In some cases, there has been some past trauma, perhaps assault or threats of harm related to the sexuality of the person who later becomes a “bully” of sorts.
Some students—and even some educators—feel they are justified in helping to remind other members of the school community what is gay and what is not. There are many reasons for pointing out what they like to call “gay” acts or stereotypes, such as telling a student playing the clarinet makes them gay or telling them if you like “One Direction” you must not know they are gay.
Such chauvinism about what some people think is gay or is not gay is common still in many schools and has its counterparts in other areas and realms. For example, some students feel compelled to dwell on some people who are overweight and make that topic a daily grind. Others focus on manners of dress or the color of one’s skin. Constant negative feedback about one’s perceived race or nationality in the long run also produces stress leading to difficulties for the persons being bullied.
I recommend this book to helpers, counselors, and educators for two reasons: 1) it shows us a wider perspective on what is happening and this view is essential for understanding a bigger context; and 2) we may have homeless and gay persons in our streets—and in our classrooms—who come from cultures and school environments similar to the traditions and realities to the British examples discussed by Charlesworth.
There are English language learners (ELLs) who are gay and lesbian, and questioning, and more.
Realizing that bullying, and its acceptance, and its solutions, are all complex topics, helpers and educators can make some progress in dealing with these things. The book could be helpful reading for professional development, graduate courses, or personal reading for helpers and teachers interested in other cultures.
It is interesting to consider what the author says about curricular possibilities in this book. Remember that there is still much work to be done to teach about the contributions of gays, lesbians, transgendered, and many other individuals in our world cultures.
Educating entire societies is hard work. As you already know…