with heteronormative expectations. C. J. Pascoe said policing takes place through the use of bullying behaviors such as the use of words such as "fag, queer, or dyke" which are used to shame students with identities outside the norm. Pascoe said the use of LGBT slurs forms a "Fag Discourse." The "Fag Discourse" in schools upholds heteronormativity as sacred, works to silence LGBT voices, and embeds these heteronormative ideals within the hidden curriculum. Autism The term "hidden curriculum" also refers to the set of social norms and skills that autistic people have to learn explicitly, but that neurotypical people learn automatically, such as theory of mind. Another aspect of the "hidden curriculum" often taught to autistic students is that of labeling their emotions in an effort to help students avoid alexithymia. Function Although the hidden curriculum conveys a great deal of knowledge to its students, the inequality promoted through its disparities among classes and social statuses often invokes a negative connotation. For example, Pierre Bourdieu asserts that education-related capital must be accessible to promote academic achievement. The effectiveness of schools becomes limited when these forms of capital are unequally distributed. Since the hidden curriculum is considered to be a form of education-related capital, it promotes this ineffectiveness of schools as a result of its unequal distribution. As a means of social control, the hidden curriculum promotes the acceptance of a social destiny without promoting rational and reflective consideration. According to Elizabeth Vallance, the functions of hidden curriculum include "the inculcation of values, political socialization, training in obedience and docility, the perpetuation of traditional class structure-functions that may be characterized generally as social control." The hidden curriculum can also be associated with the reinforcement of social inequality, as evidenced by the development of different relationships to capital based on the types of work and work-related activities assigned to students varying by social class. Although the hidden curriculum has negative connotations, it is not inherently negative, and the tacit factors that are involved can potentially exert a positive developmental force on students. Some educational approaches, such as democratic education, actively seek to minimize, make explicit, and/or reorient the hidden curriculum in such a way that it has a positive developmental impact on students. Similarly, in the fields of environmental education and education for sustainable development, there has been some advocacy for making school environments more natural and sustainable, such that the tacit