Abstract
This article reports on findings from a small-scale study that investigated sexuality discourses in the U.K. secondary English curriculum. In addition to conducting a critical analysis of English curriculum documents, interviews were also conducted with some English teachers and young lesbian, gay, bisexual, and transgender (LGBT)-identified people who attended, or had recently left, secondary school in Birmingham, U.K. Key findings indicate that issues around sexual diversity are noticeably absent from the curriculum, while other forms of diversity are more visible. This means that teachers are not explicitly encouraged to explore sexual diversity in their teaching, and the effects of this on young LGBT-identified people are overwhelmingly negative.
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