“Gay Sex Ed. Is A Must”

LONDON: A teach-in in London was told a teachers’ information service should be set up to advise teachers on how they can introduce gayness into sex education in schools.

The teach-in was held at the London Collegiate Centre by the Campaign for Homosexual Equality and the London Homophile Society. The subject was introducing homosexual education into schools.

It lasted all day and was split into three sections.

In the first session, called Identifying The Problem, the speaker was Malcolm Johnson. The second session was Methods of Education with David Bell as speaker. David said that if a teacher had a healthy loving relationship with his pupils they would accept his sexual orientation as an incidental and healthy part of his total personality. Too often, gay teachers simply comply with acceptable heterosexual standards and to that extent have a hollow negative relationship with their pupils.

The third part of the teach-in was on practical action with Glenys Parry of CHE speaking.

In question time one teacher said he felt that a teachers’ information service should be set up to advise teachers on the best way to teach pupils about gayness.

Others criticised Michael Douane, of Risinghill School and N. S. Neil – who are seen as progressive in education – were reactionary in their approach to homosexuality. Apparently, they said, the heads saw freedom making happy healthy heterosexual children and adults, and that homosexuality is the result of negative environmental pressures.

One teacher said that real live homosexuals should be allowed to be guest speakers at schools to avoid a discussion on homosexuality becoming too abstract. But this idea the teach-in thought, would be a challenge to school authority structures and the establishment’s thinking, and would be difficult to implement.

Glenys’s session on practical action was on the ways teachers could come out and influence their pupils’ minds by discussing the real nature of figures in history and introducing the subjects into religious instruction lessons.

Whilst the teach-in admitted that it would be difficult to introduce homosexuality into some subjects, such as metalwork, Wallace Grevatt, who did much of the organising that got the teach-in to happen, said he hoped a teachers’ action group to provide an information service and to create pressure upon educationalists to consider the possibility of introducing homosexual education into school curricula.

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