Representations of LGBTI Identities in Textbooks and the Development of Antihomophobia Materials and a Training Module

• In Event: Sexuality, Society, and Pedagogy: Teaching About Sexual Diversity in the South African Context

Abstract

There is both a paucity of LGBTI-affirming materials for use in the classroom as well as lack of training for teachers on how best to challenge homophobia and teach about LGBTI identities (Deacon, Morrell and Prinsloo 1999; Francis 2012; Helleve et.al. 2009). All of this points to the urgent need to develop curricula and policy that will assist teachers in dealing with these issues.
As a first step, we explored the ways in which sexual and gender minorities are engaged with in Life Orientation learners’ textbooks from Grades 7 to 12, focusing on the four most widely used texts in KwaZulu-Natal province. We found that while there were some meaningful representations of LGBTI identities and some affirming pedagogical practices these were neither consistent nor widespread. There was also little or no critique of the discrimination faced by LGBTI populations and two of the four texts were almost entirely silent on LGBTI identities. Where representations were inclusive they ran the risk of being tokenistic and isolated.
Our second step, informed by the principles of Community Based Participatory Research (CBPR: Israel, Eng, Schulz and Parker, 2005) was to engage in ongoing consultative community workshops to develop anti-homophobia materials and an LGBTI pilot module for trainee teachers. The initial consultative community workshop took place in February 2013, materials were developed in the period February to April 2013, and the pilot module for LO trainee teachers was delivered in April 2013. The structure of the training module included a lecture, a workshop, a resource pack and evaluation forms. The lecture and interactive workshop covered the following areas: research and theory in the area; terminology; stereotyping; ways to challenge homophobia; international best practice in the area; and ways for educators to become LGBTI allies and change agents.
We present here some observations emerging from our experience of delivering the pilot study. We hope that our training module will help change the culture of schools in South Africa both in relation to non-normative sexual and gender minorities but also in terms of the wider communities in which schools are located.

References
Deacon, R.A., R. Morrell and J. Prinsloo. 1999. Discipline and homophobia in South African schools: The limits of legislated transformation. In A Dangerous Knowing: Sexuality, pedagogy and popular culture, ed. D. Epstein and J.T. Sears, 164-180. London: Cassel.
Francis D. 2012. Teacher positioning on the teaching of sexual diversity in South Africa schools. Culture, Health and Sexuality: An international journal for research, Intervention and Care 14(6):597-611.
Helleve A, Flisher A, Onya H, Mukoma W & Klepp K. 2009. South African teachers’ reflections on the impact of culture on their teaching of sexuality and HIV/AIDS. Culture, Health and Sexuality, 11:189-204.
Israel B, Eng E, Schulz AJ & Parker EA. 2005. Introduction to methods in community-based participatory research for health. In: Israel B, Eng E, Schulz A.J. and Parker EA. (eds) Methods in community-based participatory research for health. San Francisco: Jossey-Bass.

Authors

• Cheryl Potgieter, University of KwaZulu-Natal

• Finn Reygan, University of the Free State