manner that was in keeping with their comprehension levels, would aid in creating a schooling environment that was more accepting and tolerant to sex, gender, and sexuality diverse learners. In this way, instances of homophobic and transphobic bullying and victimisation could be greatly reduced (Francis, 2019; Simpson 2020).
8.3.7 Teachers Need for Support and Training when Managing Non-conforming Sexual Identities in the Classroom
When asked if they felt that they were adequately trained with skills and knowledge to manage gender and sexually diverse identities within the classroom, all participants answered in the negative. Responses indicated that teachers felt that they were not properly trained (in pre- service and in-service) when it came to helping and guiding diverse learners. Participants feelings on inadequate training are supported by Francis (2019), when he states that South African teachers are ill- equipped when faced with issues of sex, gender, and sexuality diverse learners. Further, some teachers established that their own perceptions and beliefs regarding transgender and gender diverse identities made it difficult to teach learners about such matters, without bringing these personal opinions and beliefs into their pedagogies. Only through comprehensive teacher training and workshops, will these limitations be overcome (Francis, 2019; Sullivan, 2019).
8.4.1 A multicultural educational approach is needed
Multicultural education can be defined as a field of study designed to increase educational equity for all students, while inclusive of diversity in race, culture, religion, sexual orientation, and gender identity, are the core principles of this approach (Cates, 2019). Although built on many dimensions, for this study, I will expound on the specific principle of empowering school culture.
8.4.1.1 Empowering school culture
Empowering school culture approaches school reorganisation holistically. An assessment of the school as a social structure and developing reforms that point it toward greater opportunity for all students is the fundamental nature of this dimension of multicultural education (Cates, 2019). This requires an examination of the school as a system with shared values and norms, and in this study, it was found that the school culture at Ladybug Primary School was embedded within heteronormativity. Cates (2019) states that teachers are key instruments when it comes to their role in influencing school culture, thus have the power to change existing school cultures (that may be exclusionary), to those that are more accommodating to learners who are sex and gender diverse. However, teachers cannot seek improvement on their own, therefore this intervention necessitates the collaborative decision making of teachers, parents, and other school personnel. Only through this collective effort from all educational stakeholders, will reform occur in such a way that will allow diverse learners to experience equity and empowerment (Cates, 2019).
8.4.1.2 Teacher preparation and supportive school practices
Teachers hold a key role in creating classroom environments that acknowledge and include sex, gender, and sexuality diverse learners (Kolbert et al., 2015). However, this study’s findings indicate the teachers often feel adrift and inadequate when it comes to assisting and guiding such learners. Participants reported to having no training in either pre or post service, with regards to managing diverse learners in the classroom. Additionally, some teachers revealed that they found it difficult to separate their personal religious and cultural beliefs when teaching sex and sexuality education, and these beliefs were often entwined with unacceptance and intolerance of sex and gender diversity. Further, most school sex and sexuality curricular internationally and within South Africa tend to exclude LGBTQI+ identities, additional denying teachers the skills and tools to effectively address issues of gender and sexuality diversity (Johnson, 2014; Smith & Payne, 2016; Francis, 2019). Participants also added that
when schools did offer support workshops, topics discussed were geared towards bullying and sexual assault, and not towards issues surrounding LGBTQI+ identities. All participants from this study stated that they felt a definite and dire need for workshops and support regarding such issues, so that they were well prepared for providing support and guidance to sex, gender, and sexuality diverse learners. The participants’ sentiments are reinforced when Francis (2019) and Bhana (2012) state that pre and post service teachers must be given ample opportunities to develop skills that allow them to manage diverse learners, be it through university modules or workshops.
Support can be offered to teachers through culturally responsive teaching (CRT) and culturally responsive pedagogy (CRP) (Cates, 2019). CRT is described conscious education reform, which concentrates on identifying those factors in schools (whether implicit or explicit) that foster a compulsory heteronormative school environment and culture (Cates, 2019). Only when teachers start trying to consciously recognise these factors, will the disruption of heterosexual norms and standards in schools begin (Vavrus, 2008). This reform can be achieved by school management allowing teachers to involve themselves in workshops and training courses which focus on arming teachers with alternative techniques and perspectives that include and recognise diverse learners (Vavrus, 2008). Similarly, CRP training is learner- centered and aids teachers to develop their skills that allow them to consider learner empathy, whilst placing importance on strengths and experience that sex and gender diverse learners bring to the school environment (Cates, 2019). Such interventions can certainly support and assist teachers towards managing diverse learners.
To foster a holistic and inclusive change in South African schools, Bhana, Crewe & Aggleton (2019) explain the existing sex and sexuality education and recommend the following:
Excellent valued sex and sexuality education for learners specifically, is imperative when attempting to extend safe expression and agency for those who are gender and trans non- conforming, as well as any other learner. By initiating such a curriculum, Bhana et al (2019, pg. 2) state that all learners will gain a healthy and “vital resource to provide young people with knowledge and information to address sexual and reproductive health and to prevent adverse social, health and educational outcomes.”
The existing curriculum, which is Life Orientation in our national schools, fails to address and teach all spheres of sex, sexuality, and gender diversity. The subject of LO has proved to be
categorisations of gender – all preventing the understanding and elaboration of gender and sexual identities” (Bhana et al, 2019, pg. 3). Consequently, the potential positive impact of LO on learners towards superior sex, sexuality, and gender diversity education, is diminished and wasted. LO education is taught in a way that places girls as being innocent and pure, and suspectable to becoming victims of male desire and sexuality (Bhana et al, 2019). This inaccurate teaching the leads to the notion that emphasizes “sexuality education as a domain of danger and power with little consideration being given to sexualities that encompass desire, pleasure, queer experiences, curiosity and excitement. Most education interventions continue to emphasise ‘risk’ over ‘desire’ and ‘shame’ over ‘pleasure’. Thus, they run the risk of speaking to no-one: not to the adults who have failed to escape these constraints, nor to the young people whose bodies and experiences tell them differently.” (Bhana et al, 2019, pg. 3).
The authors thus recommend opening sexuality education to be revised, where the interest and desires of learners are forefront and considered. The authors call for a total revision of the existing curriculum that is more aligned with these goals (Bhana et al, 2019).