Sexual Offences (Pardons Etc) Bill — House of Commons, 2016-10-21
Topic: Civil Rights
Wesley Paul William Streeting (Labour, Centre-left): It is a genuine pleasure to follow the hon. Member for Milton Keynes South (Iain Stewart), who delivered a powerful speech in favour of the Bill. I also want to thank particularly, in the warmest terms, the hon. Member for East Dunbartonshire (John Nicolson) for introducing it. Unlike him, I was not born in the 1960s, although my parents were, and I reflect on how much our society has changed during their lifetimes and mine. In particular, I reflect on how much the law of the land has changed just in my own lifetime, and on the record of successive Governments. We have seen the abolition of section 28 in England and Wales and section 2A in Scotland, the legalisation of equal marriage, the introduction of protection in respect of goods and services, and the ability of LGBT people to serve in the armed forces. So many changes in the law of the land brought about by this place have led to a change in our country, and our country is a better place for it, which is why I strongly support the Bill I welcome the fact that we are having a debate with a Conservative Government about how we should make this change in the law, rather than whether we should make it. I shall return to that point later in my short speech, but I am pleased that the Government have already taken some steps in the House of Lords. I urge them to go further this afternoon, through the Bill and through proper scrutiny in the House of Commons Alan Turing has an important part to play in our country’s history, but he also has an important part to play in our country’s future. Through great initiatives like LGBT history month, and through the work of science and history teachers in schools up and down the country, young people growing up in Britain today learn of the extraordinary acts of bravery and intelligence that took place at Bletchley Park, in the constituency of the hon. Member for Milton Keynes South. It is very likely that, had it not been for Alan Turing, we would not have succeeded in turning back the tide of Nazism as it swept across Europe. We would not have been successful in defeating the Nazis in the sea and in the air. It was because of the Enigma code-breaking work that took place at Bletchley Park that the allies were able to secure such a powerful advantage over the Nazis when all seemed lost on the continent of Europe That story is powerful not just because of the extraordinary role that Alan Turing played in a decisive moment in British history, but because, only a few years later, this hero of our country was tried before our courts, was chemically castrated, and was forced to take his own life. Young people growing up in schools today do not only learn about the enormous heroism of Alan Turing; they also learn about the extraordinary treachery of the Government of the day and the courts that allowed it to happen. That lesson and that experience cause them to reflect on what it means to be a decent human being, to reflect with horror on Britain’s past, and to aspire to a better future. As a former head of education at Stonewall, I know how powerful the work of teachers and schools is, not just in enabling young people to learn about changes in the law, but in bringing about changes in hearts and minds LGBT young people growing up in Britain today face a very different pressure from the pressure faced by Alan Turing and his generation. Unlike Alan Turing’s generation, they are not threatened by the letter of the law. None the less, just like Alan Turing’s generation, they feel threatened by bigotry in the streets, in the workplace, in the classroom and in the home. That is why we need to think very carefully about the message that we will send through the law today The pressure that LGBT people continue to face to remain in the closet because of fear of discrimination or violence in this country today has led to an appalling situation. More than one in five gay men currently experience moderate to severe anxiety or depression, and a third of lesbian and bisexual women have thought of taking their own lives. Shockingly, according to research by Stonewall, more than 50% of LGBT young people in our schools have self-harmed, and about one in four have attempted suicide. Those are young people growing up in our country today. In any other context—in the context of the general population, for example—there would be outrage in the House and throughout the country over such figures relating to suicide and self-harm, yet these are real statistics affecting young people in our country today. They have reached epidemic proportions, and this is a national crisis. The Government need to look carefully at what they can do to tackle the mental health crisis that still affects LGBT people in Britain today The hon. Member for Reigate (Crispin Blunt) spoke powerfully about symbols, and about the power of the Bill to be an important symbol for the kind of country we want to be. I urge the Minister to think carefully about the kind of symbol that the House would be presenting today if the Bill, with all the welcome publicity it has generated, were either talked out or defeated. It would send a message that there are still people in this House and across the country who are not content to see equality for LGBT people and who look back on the progress made by this Parliament not with pride and optimism for the future but with regret and pessimism about their ability to defeat what Martin Luther King called the arc of social progress that "bends towards justice". The Minister clearly has some technical problems with the Bill as it has been presented, but that is exactly why he should urge his colleagues to vote in favour of its Second Reading, so that those issues can be ironed out in Committee. If the Bill is defeated today, people across the country will not hear the news that the Minister had some technical concerns with it; they will see the news that the Conservative Government conspired to defeat this important measure.