Sexual Identity and Transformation at a South African University

Although there are several studies internationally on gender and sexual orientation diversity, these are limited in the Southern African Development Community (SADC). This special issue contains articles written from different Institutions of Higher Education (IHE) in the SADC region on experiences of LGBTI individuals covering sexual health, teaching and training, advocacy and interventions. The aim of publishing this research is to disseminate information for broader advocacy to destabilise hetero-and cis-normativity. The study sites included rural and metropolitan-based institutions and diverse research designs were used. Most of the research findings presented here indicate that the institutions of higher education in SADC are still heteronormative and LGBTI staff and students are marginalized, prejudiced and discriminated Nduna, Mthombeni, Mavhandu-Mudzusi and Mogotsi LGBTI experiences in institutions of higher education 2 against. Some studies report that there are activities in a few institutions harnessed in order to create conducive teaching and learning environments for and about sexual orientation and gender identity in the SADC.

“…Evidence from other studies suggests negative attitudes, prejudice and discrimination against LGBTI identifying students ( Arndt and De Bruin 2006;Hames 2007).…”

Section: Introductionmentioning

confidence: 99%

Studying sexuality: LGBTI experiences in institutions of higher education in Southern Africa

Nduna

Mthombeni²,

Mavhandu-Mudzusi³

et al. 2017

“…Furthermore, legal frameworks and provisions like those that protect against discrimination based on sexual orientation seldom automatically translate into social acceptance for LGBTI persons (Hames 2007). As a result, while the human rights discourse has (technically) sanctioned the free expression and performance of nonheteronormative sexualities and identities, there continues to be a rising rate of verbal and physical attacks on gay and lesbian persons (Mkhize, Bennett, Reddy and Moletsane 2010).…”

Section: Background Homophobia In South Africamentioning

confidence: 99%

“…The higher education space in South Africa remains a highly contested terrain for nonnormative sexual identities (Hames 2007). Homophobic acts are perpetrated in these spaces (Jagessar and Msibi 2015).…”

Section: Homophobia Heteronormativity and Higher Educationmentioning

confidence: 99%

Challenging heteronormative scripts through film and transformative pedagogy among TVET college students

Ngidi

Dlamini

2017

We describe an initiative aimed at addressing homophobia and destabilising heteronormativity in higher education. The initiative was implemented in 2014 at a Technical Vocational Education and Training (TVET) college in KwaZulu-Natal (KZN) and involved 20 newly formed peer educators and one lecturer from the college. We focussed on work which emphasised the creation of a safe and welcoming environment for gender non-conforming students. In particular, we made use of film and transformative pedagogy to address homophobia at the TVET college. Through analysing the participants' reflections, we found evidence that the intervention facilitated students' critical thinking and self-examination, while helping them find alternative ways of bringing about social change and gender equity in their 'day-to-day praxis'. The initiative further provided space to forge new ways of talking about and addressing abuse of LGBTI students; thus enabling an appreciation of the resourcefulness of film. Overall we highlight the potential value of film and transformative pedagogy in addressing homophobia and disturbing heteronormativity among students in a TVET college.

“…At the same time, these accounts must not sweep under the rug the ongoing practices and enactments of heteronormative cultures that exclude all gender non-conforming students. In a context such as South Africa, where homophobia often interfaces with other axis of race, class and gender (Hames 2007(Hames , 2011Mkhize, Bennett, Reddy and Moletsane 2010;Nduna and MavhanduMudzusi 2015), such critical emphasis on the forms of homophobia are important.…”

Section: Literature Overviewmentioning

confidence: 99%

“…Researchers working in this area have argued that many South African universities remain spaces of exclusion for many LGBTI students (Gibson and Macleod 2012;Graziano 2004Graziano , 2005Msibi 2009). Furthermore, the intersections of race, class, gender and sexuality must be recognised as significant to how homophobia and discrimination within university spaces are experienced for many LGBTI students (Hames 2007). University accommodation spaces have been shown to be characterised by re-assertion of heterosexual discourses that reinscribe the heterosexual matrix (Butler 2011) with regards to living spaces (Taulke-Johnson 2010) .…”

Section: Literature Overviewmentioning

confidence: 99%

'So I decided not to invade straight black men's space': exploring heteronormative spaces on campus

Kiguwa

Langa²

2017

Challenging heteronormative spaces has been identified as one of the key difficulties facing the issue of destabilisation of deeply entrenched gendered and sexual practices and spaces within institutional contexts. In a university context, that includes a hegemonic masculine student residence culture; this may be even more challenging and disrupting to how one mediates social and academic space. Challenging includes awareness of how one may be able to challenge, as well as moments when one is not able to challenge. Strategies of resistance may be adopted that further reinforce gay male students' participation in academic space. Through qualitative analysis of a group of gay male students living in residence at a South African university, we explore these students' movement through different spaces on campus within the residences. Using performative theory and the concept of hegemonic masculinity, the findings highlight sexuality's intersection with other identities both in the experience of and resistance to victimisation.