A Five Country Study of Gender and Sexuality Diversity and Schooling in Southern Africa

Francis, Dennis; Brown, Anthony; McAllister, John; Mosime, Sethunya Tshepho; Thani, Glodean T. Q.; Reygan, Finn; Dlamini, Bethusile; Nogela, Lineo; Müller, Marguerite

doi:10.1080/18146627.2017.1359637

Cited by 22 publications

(13 citation statements)

References 43 publications

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“…Gender is a cultural concept that seeks to make a distinction in terms of roles, behavior, mentality, and emotional characteristics between men and women who develop in society. While sex (sex) is a concept of human sex differentiation based on biological factors (Francis et al, 2019). Due to the dominant influence of patriarchal views and heteronormativity in society, biologically humans are only rigidly divided into two biological sexes.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Providing Education on Gender Knowledge through Videos on Teenagers in the Prevention of Sexual Violence

Maryanah

Masitoh

Dzikar

2022

IJSOC

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The purpose of this study was to determine the effect of providing knowledge about gender education through video to adolescents in the prevention of sexual violence. This research is a type of quantitative research using a quasi-experimental design with one group pretest and posttest design. This study uses a questionnaire instrument and a form of a test to measure basic abilities and achievements. Data collection techniques in this study are questionnaires and literature studies that produce primary data and secondary data. The data analysis technique in this study consisted of validity test, reliability test, univariate analysis, and bivariate analysis. The results of this study indicate that there is a significant difference between adolescents' knowledge about preventing sexual violence before being given education about gender through video media and after being given education about gender through video media with a value of 7.62 at pretest with a standard deviation of 4.62 and increasing to 14.06 with a standard deviation of 1.74 after the intervention of knowledge education about gender.

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Section: Discussionmentioning

confidence: 99%

The Effect of Providing Education on Gender Knowledge through Videos on Teenagers in the Prevention of Sexual Violence

Maryanah

Masitoh

Dzikar

2022

IJSOC

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“…In this article, I avoid northern hemisphere identification labels such lesbian, gay, bisexual, transgender, intersex because these terminologies are not always recognised in African ecologies (Francis & Reygan, 2016), particularly in rural communities in South Africa (Msibi, 2012). Here, terminologies were found to reinforce perceptions of nonheterosexual identification as a Western import and sexual diversity as unAfrican (Brown, 2019). The phrase, "sexual and gender diversity" is more suitable because it engages with issues of gender, power, and community in Southern Africa (Reygan & Francis, 2015).…”

Section: Queer Theorymentioning

confidence: 97%

Queering Teacher Education Through Intergroup Dialogue

Brown

2020

Educ. res. soc. change.

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This article reports on intergroup dialogue as an innovative pedagogical tool to disrupt compulsory heteronormative values among life orientation (LO) students. LO is a school subject that is the study of the self in relation to others and to society. An intergroup dialogue between student teachers and their peers with diverse sexual orientations and gender expressions aimed to explore and understand sexuality differences, foster deeper understanding about issues of oppression and privilege, and build alliances for social change. Using a three-phase approach, the article examines the initial perceptions held about sexual diversity among the student teachers and how dialogue with same-sex sexual desire students enabled an understanding of the everyday realities of bullying and harassment. Six students with diverse sexual orientations and gender expressions, as guest speakers, shared their school experiences with a fourth-year cohort of LO students during sessions for comprehensive sexuality education. Dialogues between these two groups led to an increase in compassion for the repressive experiences of diverse sexual orientations and gender identities and a quest for knowledge on how to facilitate redress. Intergroup dialogue was shown to be a promising pedagogical tool to facilitate critical self-awareness, a shift in dissonance, and a quest for more knowledge to provide an inclusive learning environment for all learners.

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“…Further, Butler and Astbury (2004) discovered that learners in South African schools had suffered from low self-esteem and self-hate due to homophobic bullying. Several authors such as Brown (2016Brown ( , 2017, Francis et al (2017) and Hillard et al (2014) maintained that discrimination and bullying in schools had led to some gender-nonconforming learners leaving school before they completed Grade 12. Moreover, Blaauw (2012) discovered that homonegative victimisation in schools had caused some gendernonconforming learners to turn to alcohol, drugs, and prostitution.…”

Section: Treatment Of Gender-nonconforming Learners In Schools and Th...mentioning

confidence: 99%

“…However, research (e.g., Collier et al, 2013;Evans & Chapman, 2014;Msibi, 2012) has shown that globally, gender-nonconforming learners face challenges such as discrimination, and experience homophobic bullying in schools. Similarly, the few studies that could be located on gendernonconformity in Namibian schools (i.e., Brown, 2016Brown, , 2017Francis et al, 2017) revealed that gender nonconforming learners face homonegative victimisation.…”

Section: Introduction and Background To The Problem Of The Studymentioning

confidence: 98%

Treatment of Gender-Nonconforming Learners in Namibian Schools

Haitembu

Maarman

2022

Educ. res. soc. change.

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This paper aimed at establishing the treatment of gender-nonconforming learners in Namibian schools. The provision of education in Namibia is based on the principles of non-discrimination and equal access to quality education for all as stipulated in the Namibian constitution. Even though there is growing evidence on the mistreatment of gender-nonconforming learners in schools world wide, there is a paucity of literature on the treatment of gender-nonconforming learners in the Namibian education context. This paper employed a case study design as a transformative research method informed by the social identity perspective. One hundred and eighty-two teachers were randomly sampled into the study, and one deputy Director of Special Programs and Schools, one deputy Director of Diagnostic, Assessment and Training Services, one regional school counsellor and one inclusive education officer at the National Institute for Educational Development were purposively sampled. The findings revealed that societal, religious, and cultural beliefs in schools were determinants of how gender-nonconforming learners were treated in some schools. A supplementary framework for the implementation of inclusive education policy (SFIIEP) was developed from the findings of this study. It is recommended that the Ministry of Education, Arts and Culture align the SFIIEP to the inclusive education policy implementation to enable open discussion of sex education topics during life skills lessons, creation of supportive learning environments, and establishment of anti-bullying policies with specific measures on curbing homophobic bullying as well as strengthening the psychological support to learners.

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A Five Country Study of Gender and Sexuality Diversity and Schooling in Southern Africa

Cited by 22 publications

References 43 publications

The Effect of Providing Education on Gender Knowledge through Videos on Teenagers in the Prevention of Sexual Violence

The Effect of Providing Education on Gender Knowledge through Videos on Teenagers in the Prevention of Sexual Violence

Queering Teacher Education Through Intergroup Dialogue

Treatment of Gender-Nonconforming Learners in Namibian Schools

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