‘I'm used to it now’: experiences of homophobia among queer youth in South African township schools

Msibi, Thabo

doi:10.1080/09540253.2011.645021

Cited by 182 publications

(111 citation statements)

References 39 publications

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“…Life Orientation (LO) teachers have received little or no training in the area of gender and sexuality diversity. The literature abounds on pre-service and in-service teacher education as insufficient and teachers have not been provided with adequate opportunity to engage reflexively with these issues (Bhana 2012;Francis 2017;Johnson 2014;Msibi 2012;Nzimande 2015).…”

Section: Resultsmentioning

confidence: 99%

“…First, the findings from the study have implications in terms of the curriculum, and specifically the hidden curriculum, regarding sexual and gender minority identities. For instance, Francis (2012;2017), Msibi (2012) and Potgieter and Reygan (2012) have proposed an inclusive curriculum to engage with the silences, invisibility and problematic constructions and representations of LGBT identities in South African schools and in textbooks. Given the possibility of a LGBT inclusive curriculum, we posit that the topic of sexual and gender diversity ought not to be confined to the LO subject area but rather taught across subject areas.…”

Section: Discussionmentioning

confidence: 99%

“…This conflation of non-heterosexuality with transgenderism and intersex conditions is a common theme in the growing body of research on non-normative sexual and gender identities in South Africa, such as among isiZulu speaking South Africans where the problematic isiZulu term of isitabane speaks directly to this ambiguity (see Msibi 2012;Reygan & Lynette 2014;Sigamoney & Epprecht 2013). Talking about gay learners BM tells: …as homosexuals though they will tell you that they have a strong feeling that he's a woman: the woman characteristics dominate him.…”

Section: Vice Versa (Ms Af43-us)mentioning

confidence: 99%

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'Let's see if it won't go away by itself.' LGBT microaggressions among teachers in South Africa

Francis¹,

Reygan²

2016

Educ. as change

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We explored types and qualities of microaggressions or subtle forms of discrimination towards lesbian, gay, bisexual and transgender (LGBT) people among teachers in South Africa. For data collection, we used in-depth interviews. Twenty-five Life Orientation teachers, nine men and 16 women, from both rural and urban schools throughout the Free State Province participated. Our findings suggest heterosexism as well as subtle and sometimes harder to pin down forms of bias -microaggressions -are experienced in these contexts. Given the educational policy shifts on LGBT rights in South Africa, we argue that microaggressions need to be clearly located in the larger macro context of systemic heterosexism which pervades schools and the teaching of sexuality education in South Africa. We conclude with implications for teaching and support interventions to make schools more LGBT inclusive.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Vice Versa (Ms Af43-us)mentioning

confidence: 99%

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'Let's see if it won't go away by itself.' LGBT microaggressions among teachers in South Africa

Francis¹,

Reygan²

2016

Educ. as change

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“…Research on LGBTIQ+ people has tended to focus on violence and other forms of victimisation of this group [13–17]. There is an increasing body of work on gender-non-conforming people; however, much of this work focuses on transgender people who identify with, behave or appear like a sex other than that which they were assigned at birth [18].…”

Section: Introductionmentioning

confidence: 99%

What is there to learn about violence and masculinity from a genderqueer man?

Helman

Ratele

2018

Global Health Action

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Background: In light of the global health burden of violence, which is predominantly perpetrated by men, studies have explored the relationship between masculinities and violence. However, there is a relative lack of work focusing on non-hegemonic men and masculinities in relation to violence. Such work has the potential to advance violence prevention work. Objective: This article aims to show the shifting relationship between constructions of violent and non-violent masculinity in the talk of a genderqueer man. The article also aims to demonstrate how qualitative approaches are able to reveal the complexity and contradiction in accounts of masculine identities as these are negotiated within the context of the research interview. Methods: The article is based on a case study of Adam, a middle-class, ‘white’, ‘genderqueer’ man who participated in a larger study which explored the ways in which gender is constructed within 18 South African families. Adam’s interview is analysed using a Foucauldian discourse analysis. Results: The analysis demonstrates the complex and contradictory process involved in negotiating and resisting a violent version of masculinity. Constructing male violence as rooted in particular psychosocial and cultural assumptions, rather than as an automatic biological response, enables Adam to resist this violence. This deconstruction of violent masculinity is linked to Adam’s ‘genderqueer’ identity or ‘in-betweenness’, which facilitates a critical consciousness in relation to notions of gender. The analysis also demonstrates how notions of masculinity are deliberated and co-constructed within the relational context of the interview. Conclusions: This article shows that resisting and reformulating masculinity in non-violent ways is a complex process. This suggests that violence prevention efforts need to focus on the creation of spaces for ongoing dialogues about non-violence. As demonstrated by the context of the interview, relational, conversational spaces have the potential to facilitate the co-construction of non-violent masculinities.

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“…This risk means there is a general absence of research. Where research does occur, there are often limitations imposed on the sample size and the locations studied as a way of managing risk; Nigerian researcher Thaibo Msibi [27] managed the risk of studying students' experiences of homophobia by basing his study in South Africa, not Nigeria-but his sample was small due to a lack of contacts in that context. Small sampling and international aid is typical of available work in Namibia, Lesotho, South Africa, Nigeria, Mozambique or Swaziland [18,28].…”

Section: Introductionmentioning

confidence: 99%

Researching and Working for Transgender Youth: Contexts, Problems and Solutions

Jones

2016

Social Sciences

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Abstract:In May 2016, two events epitomized the complexities of working for global transgender youth rights. First, United Nations Educational Scientific and Cultural Organisation (UNESCO) hosted a ministerial event in which education ministers from around the world released a call to action for protection of students on the basis of their gender identity and expression in schools. Second, the United Nations (UN) hosted an event celebrating the family, attended by conservative ministers and activists who mobilized family protectionist discourse against transgender students. This article contemplates, in light of transgender activist Raewyn Connell's Southern Theory contributions, the complexity of global research and work for transgender youth. It considers key informant interviews with 50 stakeholders in the global push for transgender student rights in education, including members of government and non-government organisations, and academics from Northern and Southern countries. Problems in aiding transgender youth at the global level included safety concerns, the impacts of conservative advocates and media backlash (within family and national protectionist discourses), cultural complexities hampering engagement and translation, dissemination hindrances pertaining to established publishing biases, and financial and collaboration barriers. Solutions including virtual work; multi-level leadership; alliance-building; representation; visibility of transgender youth citizenship and family membership; and legal, financial and capacity-building aid are considered.

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‘I'm used to it now’: experiences of homophobia among queer youth in South African township schools

Cited by 182 publications

References 39 publications

'Let's see if it won't go away by itself.' LGBT microaggressions among teachers in South Africa

'Let's see if it won't go away by itself.' LGBT microaggressions among teachers in South Africa

What is there to learn about violence and masculinity from a genderqueer man?

Researching and Working for Transgender Youth: Contexts, Problems and Solutions

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