Educators’ perceptions of homophobic victimisation of learners at private secondary schools

Abstract

Heteronormativity is a foundational source of human oppression, resulting in heterosexism and homophobic attitudes, thus creating a hostile climate for non-heterosexual people. Despite a constitution that prohibits discrimination against anyone on the grounds of sexual orientation, homophobic victimisation of learners at secondary schools still occurs. The objective of this research project was to investigate educators' perceptions of homophobic victimisation against homosexual learners at private secondary schools. We adopted a phenomenological approach. The research design was qualitative and of an exploratory, descriptive, and contextual nature. We gathered data by means of an open-ended, structured questionnaire and, with the assistance of an independent coder, we employed Tesch's eight-step method of data analysis. We identified six themes: culture of acceptance; the need for policies; understanding of homosexuality; perception of homosexual learners; social difficulties and acts of verbal, physical, and emotional victimisation; and the learners' feelings. These themes were organised under three categories, namely, school context, educators' perceptions, and learners' difficulties.

Mental health challenges of lesbian, gay, bisexual and transgender people: An integrated literature review

“…In order to fully understand the challenges the LGBT community faces, it is important to understand the concept of heteronormativity, which is still accepted in many segments of society and refers to the ‘normalisation of heterosexuality through social structures, social practices, and social institutions’ (Javaid 2018 :84). The belief that other sexual orientations are abnormal or inferior to heterosexuality is a source of oppression, resulting in heterosexism and homophobic attitudes, creating a hostile climate for LGBT people (Mostert, Gordon & Kriegler 2015 :116; Salminen 2015 :11).…”

The Namibian inclusive education policy's response to gender nonconforming learners

“…In line with Hoanglan (2021), we argue that this negative categorisation will hinder the educational efforts for fully inclusion and might contribute to the atmosphere of discrimination in schools. The SIP and literature highlight the negative psychological effects of negatively labelling others ( e.g ., Dervin, 2012; Mostert, Gordon, and Kriegler, 2015; Spivak, 1985). Hence, this study reveals a possibility of some of the Namibian learners to experience psychological problems due to the IE policy's silence on addressing gender non‐conformity issues.…”

“…Aims and strategies of the Namibian inclusive education policy Exclusion in education does not only have negative effects on learner academic performance. It also has deeper psychological effects on learners such as depression, suicide, traumatic stress, low self-esteem and selfhate (Mostert, Gordon, and Kriegler, 2015). Inclusion could enable the education system to respond to all learners in terms of support needed either material or emotional to curb these effects of exclusion.…”

Inclusión de la Diversidad Sexual en los Centros Educativos desde la Perspectiva del Profesorado: Un Estudio Cualitativo

“…Algunos estudios muestran que el profesorado no actúa por desconocimiento de este tipo de acoso. Este hecho puede ser debido a la propia identidad sexual del profesorado, a la falta de formación y sensibilización o a las experiencias previas frente al acoso (Mostert et al, 2014;Taylor y Peter, 2011). La formación del profesorado es una parte fundamental en el proceso de cambio; debe estar y percibirse capacitado para ser competente en esta tarea.…”