TEACHERS’ PERCEPTIONS AND CHALLENGES IN SUPPORTING LGBTQI LEARNERS IN RURAL SECONDARY SCHOOLS
Abstract
This study explores the perceptions and challenges faced by secondary school teachers in supporting LGBTQI learners within the Nongoma Circuit in South Africa. Adopting a phenomenological approach, the research aims to uncover nuanced understandings and lived experiences of teachers regarding LGBTQI learners. The study employs a qualitative methodology, utilizing purposive sampling to select five Life Orientation teachers for in-depth, semistructured interviews. Thematic analysis reveals varied attitudes among teachers, ranging from supportive to biased, highlighting significant disparities in acceptance and understanding. Key findings indicate that while some teachers recognize the importance of fostering an inclusive environment, others perpetuate misconceptions and biases, contributing to an unwelcoming school atmosphere for LGBTQI learners. The study underscores the urgent need for comprehensive training programmes and policy reforms to equip teachers with the necessary skills and knowledge to support LGBTQI learners effectively. Enhanced teacher training on LGBTQI issues, along with a review of school policies, is recommended to promote inclusivity and safeguard the well-being of all learners. These findings are crucial for teachers, policymakers, and stakeholders in developing strategies to create a more supportive and inclusive educational environment in rural areas. The research contributes to the broader discourse on educational equity and the role of teachers in fostering a safe and inclusive learning environment for marginalized groups.
References
Aguirre, A., Moliner, L., & Francisco, A. (2020). “Can Anybody Help Me?” High School Teachers’ Experiences on LGBTphobia Perception, Teaching Intervention and Training on Affective and Sexual Diversity. Journal of Homosexuality, 1-21.
Ajani, O. A. (2023). Exploring the Alignment of Professional Development and Classroom Practices in African Contexts: A Discursive Investigation. Journal of Integrated Elementary Education, 3(2), 120-136.
Alharahsheh, H. H., & Pius, A. (2020). A review of key paradigms: Positivism VS interpretivism. Global Academic Journal of Humanities and Social Sciences, 2(3), 39-43.
Alsubaie, M. A. (2015). Hidden curriculum as one of current issue of curriculum. Journal of Education and Practice, 6(33), 125-128.
Amoah, P. A., & Gyasi, R. M. (2016). Social institutions and same-sex sexuality: Attitudes, perceptions and prospective rights and freedoms for non-heterosexuals. Cogent Social Sciences, 2(1), 1198219.
Berg, P., & Kokkonen, M. (2021). Heteronormativity meets queering in physical education: the views of PE teachers and LGBTIQ+ learners. Physical Education and Sport Pedagogy, 1-14.
Berger, P. L., & Luckmann, T. (1966). The Social Construction of Reality: A Treatise in the Sociology of Knowledge. Anchor Books.
Bhana, D. (2012). Understanding and addressing homophobia in schools: A view from teachers. South African Journal of Education, 32(3), 307-318.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Butler, A. H., Alpaslan, A. H., Strümpher, J., & Astbury, G. (2003). Gay and lesbian youth experiences of homophobia in South African secondary education. Journal of Gay & Lesbian Issues in Education, 1(2), 3-28.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). SAGE Publications.
Dessel, A. B., Kulick, A., Wernick, L. J., & Sullivan, D. (2017). The importance of teacher support: Differential impacts by gender and sexuality. Journal of Adolescence, 56, 136-144.
Department of Justice and Constitutional Development. (2011). National Action Plan to Combat Racism, Racial Discrimination, Xenophobia and Related Intolerance. Government of South Africa.
Edwards, Z., & Watson, L. (2020). Australian Psychologists’ Understandings in Relation to Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, and Intersex (LGBTQI) High School Learners’ Experience of Bullying, ‘Inclusive’ Service Delivery, and the Impact of ‘Heteronormativity’. Australian Community Psychologist, 30(2).
Friedman, M. (2016). Capitalism and Freedom. University of Chicago Press.
Gray, J. (2010). Provocation and the homosexual advance defense in Australia and the United States: law out of step with community values. Crit, 3, 53.
Hopkins, P. (2020). Social geography II: Islamophobia, transphobia, and sizism. Progress in Human Geography, 44(3), 583-594.
Jagose, A. (1996). Queer Theory: An Introduction. NYU Press.
Kolbert, J. B., Crothers, L. M., Bundick, M. J., Wells, D. S., Buzgon, J., Berbary, C., & Senko, K. (2015). Teachers’ perceptions of bullying of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) learners in a southwestern Pennsylvania sample. Behavioural Sciences, 5(2), 247-263.
Kumar, R. (2018). Research Methodology: A Step-by-Step Guide for Beginners (4th ed.). SAGE Publications.
Lopez, V., & Whitehead, D. (2013). Sampling data and data collection in qualitative research. In Z. Schneider, D. Whitehead, D. LoBiondo-Wood, & G. Haber (Eds.), Nursing & Midwifery Research: Methods and Appraisal for Evidence-Based Practice (pp. 123-140). Elsevier.
Mills, G. E., & Gay, L. R. (2016). Educational Research: Competencies for Analysis and Applications (12th ed.). Pearson.
Msibi, T. (2012). “I’m used to it now”: Experiences of homophobia among queer youth in South African township schools. Gender and Education, 24(5), 515-533.
Msibi, T. (2013). Queering transformation in higher education. Perspectives in Education, 31(2), 65-73.
Neville, S. J., Adams, J., Bellamy, G., Boyd, M., & George, N. (2015). Perceptions towards lesbian, gay and bisexual people in residential care facilities: A qualitative study. International Journal of Older People Nursing, 10(1), 73-81.
Nell, M., & Shapiro, J. (2011). Out of the Box: Building the Efficacy of HIV Prevention through Social Change Communication: An HIV/AIDS Workplace Prevention Case Study in South Africa. Health and Development Africa.
Payne, E. C., & Smith, M. (2011). The reduction of stigma in schools: A new professional development model for empowering teachers to support LGBTQ learners. Journal of LGBT Youth, 8(2), 174-200.
Scandurra, C., Picariello, S., Valerio, P., & Amodeo, A. L. (2017). Sexism, homophobia and transphobia in a sample of Italian pre-service teachers: The role of socio-demographic features. Journal of Education for Teaching, 43(2), 245-261.
Steck, A., & Perry, D. (2017). Secondary school leader perceptions about the inclusion of queer materials in the school course curricula. The Curriculum Journal, 28(3), 327-348.
Swanson, K., & Gettinger, M. (2016). Teachers' knowledge, attitudes, and supportive behaviours toward LGBT learners: Relationship to Gay-Straight Alliances, antibullying policy, and teacher training. Journal of LGBT Youth, 13(4), 326-351.
Verhoeven, M., Poorthuis, A. M., & Volman, M. (2019). The role of school in adolescents’ identity development. A literature review. Educational Psychology Review, 31, 35-63.
Views:
85
Downloads:
51
Copyright (c) 2024 Londiwe Patience Njapha, Primrose Ntombehle Khumalo, Alan B. Buthelezi, Oluwatoyin Ayodele Ajani
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles are published in open-access and licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). Hence, authors retain copyright to the content of the articles.
CC BY 4.0 License allows content to be copied, adapted, displayed, distributed, re-published or otherwise re-used for any purpose including for adaptation and commercial use provided the content is attributed.
