South Africa’s constitution, wider legal context, and educational policies should enable its teachers to help create environments in which the safety and welfare of all their learners are protected and in which lesbian, gay, bisexual, transgender, questioning, or intersex (LGBTQI) learners, and other vulnerable leaners, can develop integrated identities. Life Orientation (LO) is the main learning area in which comprehensive sexuality education and human rights are addressed. But despite the supportive policy framework, research shows that the school curriculum only makes oblique references to gender and sexual diversity, and that for the most part schools are not ensuring that educators or schoolgoing youth learn how to respect the diversity of human sexuality and genders. Instead, heteronormativity, cisnormativity, homophobia, and transphobia remain prevalent in South African schools and textbooks, with very little intervention from teachers to challenge discrimination. How it is possible to make sense of the disparity between what the country’s laws and policies stipulate and what is actually happening in schools? Why is it that policies are not resulting in improved experiences for the vast majority of learners who identify as lesbian, gay, bisexual, or transgender (LGBT), are same-sex attracted or nonbinary, or assumed to be LGBT? Why have South African school governing bodies, principals, and teachers not been able to respond to the fundamental changes in the country’s democracy in ways which disrupt, or even challenge, hetero- and cisnormativity, making schools safer for all learners? There are a number of known challenges to the implementation of LGBT-inclusive practices and curricula in South Africa. More research is required to understand how best to ensure that teachers are willing and able to integrate topics around gender and sexual diversity into their curriculum without perpetuating heteronormativity, cisnormativity, homophobia, and other forms of oppression.
Patterns of a culture of aggression amongst Grade 10 learners in a secondary school in the Sedibeng District, South Africa
