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

Abstract

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.

Enhancing critical thinking and media literacy in the context of IVET: a systematic scoping review

“…In this case, the authors suggest supplementing educational models with additional programmes in schools to stimulate civic competence and political knowledge through role-play and simulation practices. In addition, others refer to the branch of practices of so-called transformative pedagogy by which trainers and teachers can help to liberate individual thinking and facilitate a process of questioning stereotypical beliefs and ideologies (Ngidi and Dlamini, 2017). In the fourth group, the authors use a general education science model on media literacy and critical thinking.…”

“…Another group of authors considers critical thinking as the most important skill for VET students for entrepreneurship drive (Edokpolor and Abusomwan, 2019), whilst others consider critical thinking as a positive learning experience and development of essential skills in the modern workplace (Barabasch and Keller, 2020). In other cases, authors consider critical thinking in relation to media literacy, in view of the importance of questioning personal beliefs and social orientation (Ngidi and Dlamini, 2017), linking the two, enucleating the dimensions of reflective thinking, decision-making and critical ability to discern personal beliefs (Valtonen et al , 2019). In this case, critical thinking is linked to a more effective decision-making process that allows one to analyse a situation from multiple perspectives to achieve a 360-degree view (Loseby, 2019).…”

“…In the case of the use of social messages, Ngidi and Dlamini (2017) propose an intervention based on raising awareness on the social impact that biases and media distortions can have to foster awareness of social representations as a possible cause of low media literacy and application of critical thinking. In fact, the authors suggest that the use of social messages through viewing and sharing the experiences of fictional characters in the film can stimulate the application of critical thinking and a more careful evaluation of information.…”

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

“…It is clear that a marriage of these two will be more useful than doing one without the other. Advocacy efforts would include awareness raising through education interventions (Ngidi and Dlamini 2017). Three of the articles in this theme are based on action research that is conducted at a rural university in the Limpopo province to combat stigma and discrimination against LGBTI students.…”

South African contributions to LGBTI education issues

“…Hames (2007), for example, has described how the rollout of South African LGBTI supportive policy on university campuses should include the provision of unisex toilets; gender reconstructive surgery leave; equitable access for same-sex couples in student housing; the placement of specific LGBTI non-discrimination clauses in recruitment advertisements and policies for the pursuit of recourse; and the provision of safe spaces for LGBTI socialisation. Ngidi and Diamani (2017) have shown the value of using film and transformative pedagogy to address homophobia and destabilising heteronormativity at a KwaZulu-Natal vocational college. Msibi (2018) has shown how Black male teachers construct sexual and professional identities to both accommodate the structural dictates of educational settings, and simultaneously resist them in ways that are supportive of LGBTI students.…”