Masters Degrees (Social Science Education)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7162

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Parents’ views on transgender identities and the implications for learners.
(2021) Tshibe, Thembisa Princess.; Bhana, Deevia.
The systematic mistreatment of transgendered people within our society at large, and particularly in rural South Africa, is still endemic. Parents, however, can play a very crucial role in challenging and changing the assumptions their children have about transgendered people. Thus, this study addresses the ways in which parents understand trans identities and he implications thereof for children. The research design for this study adopted the use of semi structured individual interviews using photo-elicitation methods with parents residing at Umgababa, KwaZulu-Natal, South Africa, who currently have children in primary school. Two research issues underpinned the study. Firstly, the study sought to understand parents’ constructions of transgendered identities. Secondly, the research attempted to comprehend the ways that tradition and culture shape parents’ attitudes towards transgendered people. Thematic analysis was used to analyse data gathered from the participants. The research findings of the study revealed limited understandings of transgender identities amongst the parents interviewed. They also showed that rural parents’ reactions towards transgendered individuals are deeply grounded in heterosexual morals that are re-enforced by culture, tradition, and religious affiliations. This study also concluded that the violence aimed at LGBTQI+ identities in patriarchal communities regularly results in gender non-conforming individuals feeling powerless and fearing for their lives. Consequently, the results of the study indicated that parents and school staff members need to work more closely together if they are to gain collective insight relating to transgender issues. The dissertation concludes by claiming that parents are the primary influence on their children’s comprehension and behaviour in regard to transgender issues and, therefore, transgender matters need to be thoroughly addressed at the family level. A last conclusion drawn is the fact that parents should become primary ‘change-agents’ in order to help curb the spread of homophobic and transphobic stereotypes within rural communities (as a means of eradicating the gender-binary attitude that continually promotes toxic masculinity within patriarchal spaces).
Primary school teachers’ views on transgender identity.
(2021) Sathyanand, Karen.; Bhana, Deevia.
Teacher perspectives on transgender identity in the South African schooling system is not well documented although there is evidence of inequalities based on sexual orientation. LGBTIQ+ identities are often marginalised, discriminated against, and victims of violent crimes. Teachers can play a role in perpetuating such inequalities but they can also challenge the status quo. An insufficient amount of research on primary school teachers’ knowledge of transgender identities in South African education directed this study. The research design involved semi structured individual interviews and focus group discussions (using photo elicitation methods and vignettes) with primary school teachers from two schools in Chatsworth, KwaZulu-Natal. This study was guided by three research questions, namely: “How do primary school teachers view and understand transgender identity?” “What lived experiences of primary school teachers influence their views and understanding of transgender identities?” “How do primary school teachers’ views and understanding of transgender identities affect the teaching and learning environment?” Data were analysed using thematic analysis. The research findings revealed inadequate knowledge of transgender identity due to essentialist belief systems that impede the construction of gender knowledge. The findings point to a patriarchal society where unequal power relations within the community, culture, tradition and religion repudiate transgender and other non-conforming gender identities. Notwithstanding this, the teachers appeared intent to acquire more information on the phenomenon and extend their professional development. The dissertation concludes with recommendations to facilitate teachers’ perceptions, understanding, and implementation of gender and sexual diversity in primary schools. These include adopting a whole-school approach that looks at developing inclusive strategies of negotiation, compromise, endorsement of well-informed respect for difference, and promotion of conflict resolution practices to deal with difference of opinion. The implementation of these strategies can ultimately benefit primary school environments in maintaining an atmosphere that is trans-inclusive and repute gender discrimination altogether.
School management teams’ perspective of trans: a case study.
(2022) Naicker, Asogan Subramony.; Bhana, Deevia.
Abstract available in PDF.
Teachers’ constructions of transgender identities in rural secondary schools.
(2021) Mbonambi, Gobizazi Lucky.; Bhana, Deevia.
This study seeks to examine South African teachers’ understanding of transgenderism. Although there is ample evidence in South African society of inequality and discrimination based on sexual orientation, teachers’ understandings of transgender identities are not well documented, especially within educational settings. The study utilised a qualitative research design that involved individual interviews with twenty-four teachers across three schools in a working class African rural context. Three research questions underpinned the study. Firstly, the study sought to examine rural secondary school teachers’ constructions of transgender identities and, secondly, the study examined the influence of socio-cultural norms on these constructions and, lastly, the accommodation or rejection of transgender identities in the classroom. Data analysis comprised of thematic analysis to present the research findings. The research findings indicated that teachers had a limited understanding of transgender identity and, further, that teachers’ constructions of transgender identities closely relate to gendered ideologies. The study revealed that teachers’ lack of understanding of transgender identity produces discrimination against gender non-conforming learners, including tolerating homophobia. The research identified heteronormativity, compulsory heterosexuality and related socio-cultural norms as major components which shape how teachers construct transgender identities in their respective schools. Conversely, teachers who identified as gay demonstrated an understanding of gender fluidity by supporting and advocating for the rights of gender non-conforming learners in the school context. The research also found that teachers are not willing to discuss or teach topics involving gender and sexuality as they regard these topics as sensitive. Rather, teachers opt to focus solely on prescribed subject content, indicating that the teaching of gender diversity should fall to Life Orientation teachers. The study also found unequal representation of genders in the Life Orientation curriculum, which results in the erasure of certain genders whilst normalising others. The research concludes by proposing that transgenderism should be addressed in South African schools through ensuring that both teachers and learners obtain a greater understanding of transgender identity. Further, that the prevalence of socio-cultural norms focusing on compulsory heterosexuality, heteronormativity, and gender binarism should be disrupted within school settings. The hidden curriculum can play an important role for all teachers to ensure an inclusive learning environment that does not marginalise gender nonconforming learners.

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Browsing Masters Degrees (Social Science Education) by Author "Bhana, Deevia."