Permissible progress: Sexual(ities that) progress in and beyond English primary schools

Abstract

This paper examines what is permissible sexual progress in English primary schools by exploring the possibilities – but also the limitations – of the introduction of familial sexualities. In recent years, Stonewall (a prominent and politically mainstream Lesbian, Gay, Bisexual, and Trans charity) have increasingly utilised ‘the family’ as a ‘child-friendly’ topic to encourage primary educators to broach same-sex relationships by incorporating their ‘inclusive’ range of Different Families resources into lessons. This strategic manoeuvre emerges in a socio-political and spatiotemporal context dominated by neoliberal sexual politics and follows ‘moral panics’ surrounding queer progressive politics inspired initiatives, most notably No Outsiders (2006–2009) which previously unsettled institutionalised discourses of ‘childhood (sexual) innocence’ in pursuing radical, but arguably necessary approaches for disrupting and undoing heteronormativity. In spite of this, Stonewall’s Different Families, Same Love initiative is now the dominant approach for introducing lesbian and gay sexualities in English primary schools; yet, little is known about how primary-aged children respond to this intervention. Focusing on a leading exponent of Stonewall’s initiative, I explore 4–9 year olds dis/engagements with gay and lesbian sexualities when introduced in a familial context. Reflecting on mixed ethnographic and focus group data, I question not only which gay and lesbian sexualities ‘progress’ in contemporary English primary schools, but also how well. To this end, recommendations are made for improving families’ curricula without losing sight of the limits of this approach.