“A Gay Agenda”: Troubling Compulsory Heterosexuality in a South African University Classroom

Abstract

Not only does teaching about gender and sexuality diversity lead to some very interesting and often emotionally evocative, pedagogical exchanges; it can also create challenging issues for teachers and students alike. This article focuses on what happens when a module that addresses compulsory heterosexuality and schooling is broached in an undergraduate sociology class. More importantly, it offers an analysis of the critical incidents and tensions that pay specific attention to how power, knowledge, and emotion feature in teaching and learning. Using antioppressive and affect theories, this article offers an analysis of how we might understand pedagogical practice, especially as it relates to addressing the power of normative heterosexuality in a university classroom. With reflections emerging from the module, I argue for more sociological theorization and analysis of the role of affect in pedagogies that seek to advance liberatory teaching and learning in the area of anti-heterosexism education.

Shifting professional and personal identities of the cisgender scholar doing LGBT research

“…Homosexuality was stigmatised, and same-sex relationships were criminalised, further marginalising and oppressing individuals whose sexual orientations and gender identities did not conform to societal norms (Hove & Ndlela, 2019). The enduring impact of colonialism and apartheid on South African society is evident in the persistence of societal attitudes and power structures that privilege whiteness, heterosexuality and traditional gender roles (Francis, 2021a). This normative framework perpetuates the social marginalisation of LGBT individuals, often relegating them to the margins of society and denying them full acceptance and inclusion.…”

Reflecting on Sexuality Education in Teacher Education: Using a Life History Methodology of a Same-Sex Desiring Male Foundation Phase Teacher

“…We know that teachers enter their classrooms having been deeply embedded in heteronormativity (Bhana, 2016;Francis, 2021). Therefore, it would be necessary to facilitate a process that raises awareness of how we form our ideas and beliefs about sexuality in the broad sense, and how it translates into teaching.…”

“…Teachers are custodians of the curriculum and can facilitate critical engagement with learners around sexuality (Bhana, 2016). If they are unaware of how their own practices can perpetuate heteronormative narratives or hinder a healthy understanding of their learners' sexuality, then the status quo-which reproduces heteronormativity and renders children sexually innocent-will be maintained (Bhana, 2016;Francis, 2021).…”

Untitled

“…O sentimento de segurança pode, de resto, ser potenciado pela composição da turma, favorecendo a exposição, já que a pertença a algum tipo de minoria pode reduzir a participação nas aulas (Davis, 2005, p. 30;Lee, 1993, p. 30). É, todavia, fundamental ter presente que esse sentimento pode também ser gorado quer por intervenções de colegas no contexto da aula sentidas como discriminatórias, quer pela revelação de informação sensível a terceiros fora dela (Davis, 2005;Lee, 1993;Francis, 2021). Esse risco exige que o/a docente estabeleça com clareza, logo no início do semestre, certas regras de conduta dentro da sala de aulas e que seja capaz de transformar essas ocasiões em momentos de aprendizagem que melhorem a compreensão do Outro, procurando, assim, garantir também o seu cumprimento fora dela.…”