6. Chapter Six: Conclusion
6.4 Recommendations
122 6.3.10.1 The need for topics on sexual diversity in the school curriculum as a move towards creating awareness and acceptance
Participants revealed that they had noticed a transformation in societies. People were no longer identifying as only straight males and females. They added that the variety of sexual identities was complex and confusing. The school’s curriculum should include information that will create awareness, understanding and positive attitudes towards non- conforming identities.
6.3.10.2 How do children make sense of the Constitution and Bill of Rights?
Including policy alone is not a solution, adequate prevention or education in practice is paramount. The inclusion of sensitive gender issues remains a controversial topic in schools (Goodhand & Brown, 2016). Schools continue to emphasise a heteronormative culture. Inadequate attention is given to transgender and non-conforming identities.
Despite legislation and policy that have sanctioned topics related to sexually diverse identities and sexuality, such topics are often ignored and avoided (Goodman and Brown, 2016; Neary et al., 2016). Participants revealed that teachers shy away from teaching topics related to sexuality and non-conforming identities due to stigmas and old ideologies that discourage non binaries. They are reluctant to introduce these topics in lessons as they lack the skills to transmit knowledge related to sexuality and non- conforming identities, they are bound by their personal conflicting ideologies and there is a sense of loyalty to their communities to uphold heteronormativity.
123 Awareness can begin in schools, hospitals and the waiting areas in clinics (McCann &
Sharek, 2013). All schools should utilise the Life Orientation period to introduce sexually diverse identities (Potgieter & Reygan, 2012). Additionally, Comprehensive Sexuality Education (CSE) should be included in the curriculum with specifically trained teachers to deliver the message that sexual diversity is a reality. Bhana, (2012) states that schools and teachers are key players on the road to transformation. She further states that it is imperative that schools, learners and teachers take on the responsibility of promoting the development of democracy in South Africa.
Teachers should be encouraged to take such topics more seriously in schools and content should focus on addressing anti-bias education practices. The recognition of the knowledge associated with trans health and the needs of transgender identities is important since this knowledge will create more awareness. Consequently, these topics will benefit both non-conforming learners as well as heterosexual identities that may have family and friends who identify as sexually diverse (Gowen & Yanez, 2014). Bhana (2014) argues that the problem is perpetuated when teachers are inadequately equipped to teach about sexuality. According to Meyer and Leonardi (2018), when teachers in class display an acceptance of trans learners, then learners too show acceptance of their peers. I believe that sexuality must be approached respectfully and positively. This means that every individual’s sexual feelings should be respected and accepted as something positive for being human (Sandfort et al., 2015).
Learners have requested exposure to more information and facts related to non- conforming gender identities (Miller, Mayo & Lugg, 2018). If learners are given information and taught about topics related to sexuality, then there will be an improvement in terms of understanding and alleviating transphobia and homophobia.
Malo-Juvera (2016) argues that LGBTQI textbooks should be compulsory. This will curb the transphobic and homophobic harassment, discrimination and violence that persist at schools. It will in turn create a more comfortable environment for learners who either openly or secretly identify as transgender or non-conforming (Martino & Cumming- Polvin, 2018). The primary goal is to develop learners holistically - academically,
124 emotionally and as humanitarians (Potgieter & Reygan, 2012). The teacher can now become instrumental in the facilitation of an egalitarian space. It is at this point that teachers may introduce sensitive topics in an unbiased manner so as not to influence the learners’ perceptions and decisions, instead to support their opinions and advise accordingly.
Research has identified that there is a need for specialist training of all teachers, nurses and other health practitioners to effectively address the specific needs of trans youth (Bhana, 2012; Kroeger & Regula, 2017; Meyer & Leonardi, 2018). While there is increasing scholarship on transgender lives, there remains much scope to explore the health and emotional well-being of trans youth. Particular attention should be paid to the needs of minority groups, such as transgender youth, in order to promote social inclusion.
Informed and active collaboration involving teachers, parents, young people and health professionals is required to provide development of school-based youth services and clinics (Zeeman et al., 2017).
Additionally teachers can ensure that all children are appreciated, included and recognised. Early childhood development teachers have an important role to play in stressing, from the early years of development, that there is no right way to being a boy or a girl. The culture of an inclusive learning environment is essential. Developing policies, procedures and curriculum should not perpetuate the traditional gender binary system, but rather essentialise inclusivity. Kothlow and Chamberlain (2012) confirmed that it is the responsibility of every teacher to create an environment where learners can thrive academically, emotionally and socially. Mangin (2018) asserts that teachers should be directly involved in discouraging unjust situations in their classrooms and schools. She added that education leaders should devise strategies to overcome the hostility to differences. It is the teacher’s responsibility to displace negative attitudes by forming close meaningful relationships with all their learners. Kroeger and Regula (2017) say that a school community that provides an environment where professional staff and learners feel supported and safe, creates a generation of individuals who are open to new worldviews. When teachers help learners learn about the diversity of perspectives,
125 learners internalise the acceptance of all identities irrespective of the dominant culture (Goodman & Brown, 2016).