ABSTRACT
There are various terms used to describe the nature and impact of inequalities between the sexes at all levels of education. Robertson (1992) emphasizes the problems of androcentric or male-centred teaching, which involves seeing and valuing the world from a male point of view, and assuming that this is the universal experience. Schools try to achieve better sex equity by establishing teaching programmes that are purported to be gender-neutral. The common use of such terms as ‘homosexuality’, ‘heteronormativity’, ‘gay
and lesbian young people’ (Khayatt, 2006; Charlton, 2004) indicates the extent to which cultural awareness has changed. This in turn brings about further tensions for schools.
