All of the participants in this study stated that creating a safe and secure teaching and learning environment is a teacher’s fundamental objective. Megan acknowledged that teachers, particularly primary school teachers, have to keep in close contact with many people in order to have a harmonious flow within the school environment. These individuals include learners, teacher colleagues, parents and guardians of learners, and the surrounding community as well.
Megan stated that due to vast exposure to different characters, teachers have become increasingly aware of non-conforming gender identities and diverse sexuality, but she maintained that teachers need to remain professional at all times and focus on their objective.
Reygan (2019) identified inclusive teaching and learning environments, or in this case, trans-inclusive, and teacher preparedness as key elements to interrupt homophobic and transphobic attitudes that have seeped into the primary school environment through broader societal discourses. Previously, Bhana (2012) claimed that educators cannot completely eliminate homophobia and transphobia but can work against heterosexual hegemony, and this view was seemingly reflected by the teacher participants who used language such as
“tolerant”, “accepting”, and “supportive”. However, upon closer exploration it became evident that there was a disconnection between what was being said and how it was being said.
“You know, one of our basic education principles is inclusive education and inclusive education talks about barriers to learning we face. Children struggle to learn but it should also include issues of gender where teachers need to know I'll be inclusive of learners who are struggling. These children have the right to education, and it is not up to the teacher to decide on who is learning in the classroom because all children have the constitutional right to education no matter what gender they may be, if they are confused in their mind or whatever, education cannot be stopped or kept from these children; this is not acceptable, it will never be acceptable” (Joseph).
In terms of the teaching and learning environment, Joseph affirms that inclusive educational practices need to be implemented in primary schools. He pointed out how inclusive education helps to deconstruct barriers that young learners face in school, but also argues that there needs to be more gender focused subject areas that hopefully will assist teachers with struggling (transgender) learners. Joseph stood by the learners right to basic education and claimed that no single teacher has the authority to deny them this opportunity.
Foucault stated that worldviews are shaped by how language is applied together with how dominant power relations are wielded through social interaction. Joseph’s statement “all children have the constitutional right to education no matter what gender they may be, if they are confused in their mind or whatever”, showed how language can be robust and reaffirming but also demeaning and discouraging. One of the most pervasive myths surrounding transgender identification is that these individuals are in some way confused or that this form of gender identification is a phase that will pass. When teachers use language to describe transgender identity in a manner that can prove misleading to society and the school, it fosters an environment where hegemonic discourses are propagated.
“I did do this one thing in my Grade 4 class, I know it's a little bit bad, but you know I have this rule about no touching and keep your hands to yourself, no sharing and stuff, so my Grade 4 class, as I was teaching, these two boys were arm wrestling. So I said why are those two boys holding hands, I know what I made it seem like, but they're separated so quickly. You know the way I said it made it seem wrong, I know that wrestling isn't a feminine thing, it's between two men, but the way I said holding hands, both boys felt so offended by it and they let go of each another. So in a way they knew it was wrong. So like I said before, it is all about how you say something; if you were a teacher [and] make something sound wrong, this is how learners pick up on it” (Diane).
In the above extract Diane explained how she used strategic language to enforce discipline in the teaching and learning environment, which at the same time cultivated a hegemonic heteronormative environment. Diane started off by acknowledging the fault in her approach to teaching and learning and went on to share how she got learners to stop arm wrestling and pay attention to the lesson by insinuating that two boys holding hands is in fact a homosexual behaviour. When Diane alluded to arm wrestling as being a gay behaviour, she reiterated hegemonic heteronormativity as a state of power that functions through moral and intellectual leadership which results in the affirmation of social practices, social hierarchies, and heterosexual ways of living. Diane claimed that arm wrestling is not a feminine activity but because of her choice of words and tone of voice, the learners immediately felt a sense of shame and offense and withdrew their behaviour. Diane said that she was aware of the statement she made and claimed that both boys as well as the rest of the class understood the
underlying innuendo – that boys holding hands means you are gay. Diane argued that the language teachers choose to implement has a direct impact on how messages are received in the classroom. So, for instance, if a primary school teacher deems hand holding among young boys as inappropriate and gay behaviour, these views will be accepted and imitated by learners, forming such a worldview.
“Many people will say yes, we will accept transgender or be tolerant and respectful, and they will say yes, they want to know about these things. You know but behind their backs or when the doors are closed there will be a totally different story. There will always be this stigma attached to this person. There will always be talks and there will always be laughter and mockery. There will be all these things because deep within every member in this community there is that thing that tells you we are against this. At the same time, yes, we can be tolerable in the school environment. Like in the school environment we are made to be professional people so whatever enters the classroom, now its gender, so if its transgender or gay learners entering your class you have to be professional and you have to put his or her life aside and be professional” (Jennifer).
In the above excerpt Jennifer imparted that despite what individuals say about tolerance and acceptance of transgender identities, there will always be subtle forms of transphobia present.
Jennifer claimed that talks, laughter, and mockery will remain sore points for transgender freedoms as certain perceptions and understandings have been inculcated in the minds of individuals. She stated that teachers are capable of tolerance and will be able to accept
‘whatever’ enters the classroom, since this is what is expected of a professional teacher.
Bartholomaeus and Riggs (2021) stressed the need for primary schools to implement strategies to encourage their staff to undergo inclusive language training in order to alleviate issues of transgender discrimination. The authors argued that if teachers move away from ageold understandings and language that idolize notions of hegemonic heteronormativity, then they can begin to foster a teaching and learning environment that is not simply tolerant on the basis of professionalism, but also welcoming and respecting of transgender identities.