Title: High school learners' perceptions on the teaching of LGBT content in South African schools

Authors: Henry James Nichols; Anthony Brown

Addresses: University of the Free State, Phuthaditjhaba 9866, Republic of South Africa ' University of Johannesburg, Cnr of Kingsway and University Road 2001, Rossmore, Johannesburg, Republic of South Africa

Abstract: The South African Schools Act of 1996 inaugurated a new education system that confronts all forms of unfair discrimination and intolerance. South African schools remain heteronormative and heterosexist. We report on learners' attitudes and experiences towards the learning of LGBT issues. Using a case study methodology, semi-structured interviews were conducted with 11 high school learners. Findings reveal that sexual and gender diversity is not taught in schools due to a lack of knowledge, ignorance and stereotyping of gender and sexuality. We learned that gender and sexual diversity is a silent topic in schools and that silence perpetuate the compulsory heteronormative culture in schools. However, young people are exposed to and confront same-sex sexualities from different sources since many of the peers are disclosing their same-sex sexualities at younger ages. This study concludes that learners are positive and willing to learn about sexual diversity. If the learners are ready to be taught then we will have to revisit those who are charged with teaching, the educators. We conclude that the educators seem to be the barriers to the teachers and learning of sexual diversity and more research will have to look at in and pre-service teacher education.

Keywords: heteronormativity; heterosexism; LGBT; sexual diversity; high school learners; silence.

DOI: 10.1504/IJLC.2021.118481

International Journal of Learning and Change, 2021 Vol.13 No.6, pp.627 - 639

Received: 06 Mar 2019
Accepted: 19 Feb 2020
Published online: 27 Oct 2021 *

Full-text access for editors Full-text access for subscribers Purchase this article Comment on this article