LGBTQI BOOKS: BRAINWASHING OR EDUCATION?
ADDRESS BY INSITE’S CHIEF EXECUTIVE OFFICER Back on the 6th of November, Insite decided to venture into previouslyuncharted territory by launching three new subcommittees for the first time in the organisation’s history. Our main aim was, and still is, to continuously expand the organisation’s influence while simultaneously being an impartial voice, by students for students, on a range of different issues. According to Annex One of our statute, the aim of the social policy subcom is: • “To attend, engage and be a proactive force in any recognised social policy fora, including the KSU Social Policy Branch, • To choose certain topics or subjects which are related to social policy, and to create campaigns, articles and any other type of content associated with the subject matter, while remaining impartial as possible, • To use all of Insite’s Media outlets (with the permission of Insite’s Executive Editor) to promote such subject matter, and • To issue periodical policy papers about said subject matter, detailing a lowdown of the investigation and also list a number of proposals.” In line with our battle cry of promoting active citizenship on University campus and beyond, we’re proud to present our first social policy paper. The theme that we have chosen, the recent LGBTQI-books debacle, is something that is still fresh in students’ minds, and yet we still feel that such an issue has not been addressed properly, let alone resolved in a satisfactory manner. Such a step, although a gargantuan one for our organisation, is only the beginning. Hopefully, thanks to the sterling work done by a collective effort of both the Insite Social Policy Sub-Committee and other members of the organisation, we will continue asking questions and reach an impartial, neutral yet conclusive answer (or answers) to pertinent yet important questions. Best regards, Matthew Charles Zammit Insite Chief Executive Officer
2
foreword Dear Reader, Last summer, the Minister for Education had categorically stated that education and awareness on lesbian, gay, bisexual, transsexual, intersex and queer (LGBT+) issues was of the utmost importance. A few weeks ago, the same Ministry brought forward a number of books which were to be distributed amongst primary schools, which aimed at normalising LGBT+ people. However, this caused an immediate backlash in some sectors, and a number of concerned families, parents and teachers, vocally opposed such an idea. Subsequently, the books were retracted, only for said information campaign to be re-introduced only later on, and the books were eventually distributed. Insite followed proceedings closely, and we felt thatby focusing merely on the distribution of the books, we are ignoring something more blatant: that normalising minorities frightens people, and that despite being one of the most progressive countries when looking at LGBT+ rights and legislation, socially (in both a cultural and mental sense) we still have a long way to go. Insite’s newly created Social Policy branch decided to investigate this issue, to not only see what students think about the issue, but also propose a number of changes for future reference. To conclude, I would like to thank the entire social policy subcommittee, but particularly Nicole Borg, Jessica Arena and Siobhan Vassallo for helping out in this research. Kind regards, Melissa McElhatton Insite Social Policy Associate
3
contents 2
Addess by Insite’s Chief Executive Officer
3
Foreword
5
Statements from Student and Non-Profit Organisations
We Are
Pulse 6
Malta Humanist Assocation
LGBTI+ Gozo
7
Online Poll
8
Vox Pop
9
Survey Findings
12
4
Betapsi
Recommendations
statements from student and non-profit organisations we are One of We Are’s primary concerns was the way the word ‘gay’ was being used in the write up following this particular event on the Times of Malta. Secondly, they noted that there are various issues which parents may not want their children reading about, and yet they are readily available on library shelves. Further, the books were also aimed at helping teachers when approaching issues pertaining to LGBTI+ families and children in the classroom. We Are goes on to refer to this situation as an indirect ban on the books donated - as the books are not of much use at the Ministry itself. In turn, this indirect ban will only increase the stigma towards LGBTI+ people, which is already very present in our society.
pulse Pulse believes that education is the best way through which one can educate the next generation about the changes that are and will be happening in Maltese family patterns. They also claim that the decision made by the authorities is quite dangerous as they enforce ‘an unfortunately popular ideology that minorities’ rights are to be respected within parameters determined by the majority’s yardstick’. While taking into consideration the worries that some parents might have, they believe that minorities’ rights should not be toyed with. In conclusion the organisation asks the Minister of Education to re-evaluate their decision and take the opportunity to educate society, showing that no matter what sexual orientation the child might have they should grow up feeling loved and protected by society instead of terrified that they will not be accepted.
5
betapsi Betapsi, the psychology student organisation, are of the opinion that these books were donated to the Ministry of Education to enrich children’s knowledge about the LGBTI+ community as a whole and definitely not as a means for ‘gender indoctrination’. They go on to speak in the words of Herk (1994) who claims that one reason that results in high sexual prejudice relies heavily on the lack of education. Furthermore, Betapsi insists that education and society need to go hand in hand, thus the only way to reduce stigma in society is by educating people to realise that society is made up of different individuals not only limited to their sexuality or gender identity. Therefore, education through LGBTI+ books will help in the normalisation of characters lying outside the heterosexual norm, especially when it comes to children. This will help in the prevention of an misunderstandings and prevent bullying on LGBTI+ children/teens amongst other problems.
malta humanist association The Malta Humanist Association (MHA), after finding and reading the books in question, slam the misinformation being perpetuated that the books are somehow about sex or masturbation. Instead the members found that the books promoted acceptance of diversity. Therefore, they encourage people to read the summaries of the books online before passing judgements.
lgbti+ gozo LGBTI+ Gozo emphasises the need for the books donated by MGRM to be published as it would help children to feel included in a society which normally excludes people who are different. It also claims that the people who form part of the group Parents and Teachers Against the Gender Indoctrination of Our Children in Schools have the right to voice their opinion, however they should not limit the rights of others. The organization also feels that should the books not be distributed, they should at least be available in libraries and that more books similar to the ones donated should be purchased in order to act as a reference for teachers and parents in certain situations which may arise. 6
online poll Using the poll function found at the Insiter portal, we decided to gauge the initial reactions of our readership by asking the question: “Do you agree with educating primary school children about gender identity?” The end results, as of the 1st of December, 2015, were as follows: YES NO MAYBE
59 Votes 24 Votes 4 Votes
This poll was found on the Insiter’s homepage, and although no other personal data about the respondents were collected, we can immediately gauge out that the sheer majority of our respondents were in favour of gender being included in the Educative Syllabus for Primary Students.
7
vox pop Insite conducted a short vox pop where students were asked to listen to an audiobook entitled ‘Daddy, Papa and Me’ – the story of a young child being raised by two men. What emerged from the vox pop was that this family was like any other, except instead of a “Dad and Mum” the child had “Daddy and Papa”. A respondent commented that regardless of who you are, whether you’re heterosexual or homosexual, “you’re still capable of loving a child”.
Another participant commented on the lack of sexuality presented in the audiobook. The focus of the story was not on the sexuality of the fathers, but rather, on how regular they are. To see more comments by our participants, the vox pop can be accessed through this link: https://www.youtube.com/watch?v=YhLALRQe54Q
8
survey findings After our initial poll, it was decided to pursue the matter further with the use of a detailed survey, with a total amount of (insert number here) respondents. 64.3% of respondents were male. 35.7% were female. Options for other genders were provided but no respondents identified otherwise. Respondents were aged between 16 and 60. The majority (42.9%) were in the 19-21 range. 21.4% were in the 16-18 range. 64.9% of respondents identified themselves as straight. 14.3% identified as homosexual. 12.5% identified as bisexual. 3.6% identified as pansexual and 1.8% identified as asexual.
Do you agree with the distribution of books related to LGBTQI issues in schools? The vast majority of the respondents were in favour of the distribution of books pertaining to LGBTQI issues. Here I will be listing the main themes as to why people were in favour of the distribution of the books: • To move away from the traditional gender binaries • To help children who may be confused about their sexuality • To help children become more aware of diversity • To normalise this diversity (and thus reduce stigma) • Books allow education to be done in a subtle manner • It is better for this information to be given to them in a professional manner • Freedom of expression • The books foster respect However, some expressed worry at the books being distributed to children who were four years old or younger. Here are a list of themes provided by respondents who were against the distribution of the books: • The children are too young • Children of that age cannot fully understand what is being discussed • The books focused solely on LGBTI+ people, and ignored other neglected families. 9
• Sexuality is an intimate subject • Parents should decide when to discuss these issues with their children • Fear that the books would be used for brainwashing purposes • These books may confuse children • It would make children believe homosexuality is normal
what is the ideal age to educate children on diversity? One of the most common themes by respondents who were against the distribution of the books was the age factor. Therefore, the next question on the survey was at what age students should be taught about diversity. The responses varied considerably, particularly due to the open-ended nature of the question itself. Some people stuck to the topic at hand – which was LGBTQI diversity, others opened up the debate to migration, sexuality, and confidence in one’s own body. Many respondents believe that diversity should be taught from birth, and that one learns diversity through example and not through formal education. Other respondents commented that it all depended on the maturity of the child, and so it was up to the parents to decide when the child was ready. Some commented that puberty was the right age to discuss these issues with children. A few respondents mentioned that they did not need to be taught about heterosexuality, and so it was not necessary to teach children on LGBTQI issues either. It was something they would just learn with time.
Do you believe that parents need to be included more in these discussions? The majority of the respondents answered that parents should be included in discussions pertaining to the distribution of LGBTQI books or discussion of issues. The reasons behind these answers is that parents need to be educated as well on these topics to ensure that they no longer remain “ignorant”. A particular respondent commented that LGBTQI parents and children need to be at the forefront of these discussions,
10
since they mostly pertain to them. Others commented that parents should not have so much power over the curriculum because what they censor would be due to their own intolerance. Therefore, discussions with parents are essential in order to combat this ignorance. A few noted that without continuity between what is said in school and what is said at home, the child would get confused and learn nothing.
11
recommendations Findings from this survey suggest that the majority of the respondents have no qualms with the distribution of LGBTQI+ related books. However, various respondents commented on the way in which the matter was dealt, commenting that parents should have been spoken to prior to any decisions being made, particularly since anything related to LGBTQI issues is considered controversial to a certain extent. Therefore, our recommendations are as follows:
1 Added Communication between the Government and the respective stakeholders What we have seen throughout this whole debacle was, among other things, a communication breakdown between the authorities (in this case, the Education Ministry and the Ministry for Social Dialogue and Social Cohesion) and the respective stakeholders, hence when such an collaborative idea was first proposed, it lacked the necessary planning and dialogue to back such a decision.
2 more public discussion about the proposals and aims on LGBTQI issued beforehand The second recommendation would be to hold a series of educational or informative talks and discussions on LGBTQI material and how it would be used in schools. Results emerging from discussions, as well as from the surveys and vox pop, are that the majority of the public were not fully aware of all the details pertaining to this issue. This lack of insight (pun intended) lead to an uninformed debate amongst the public itself, with people jumping to conclusions or thinking of the most shocking scenarios they could.
12
In Nietzsche’s words, “the surest way to corrupt a youth is to instruct him to hold in higher esteem those who think alike than those who think differently.” We believe that by immediately retracting such books from the education system, we have achieved just that: an inadvertent corruption of young students’ thoughts on LGBTQI issues. As a team we believe that better awareness and education can go a long way, particularly to comfort any concerned parents that these materials would be used to brainwash their children. Rome was not built in a day, and so we truly believe for any change in society, both legally and culturally, must be done slowly but properly.
13
Insite - The Student Media Organisation Students’ House University of Malta Msida MSD 2080 MALTA social policy@insite.org.mt
14