Teachers’ constructions of transgender identities in rural secondary schools.
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Date
2021
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Abstract
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.
Description
Masters Degree. University of KwaZulu-Natal, Durban.