Exploring the use of Heidegger’s Phenomenological Approach to Delve Into the Learning Experiences of Homosexual Learners in Mpumalanga Province, South Africa

Abstract

This article explores the use of the phenomenological approach in the learning experiences of homosexual learners in schools. We conducted the research at a time when studies in education rarely use Heidegger’s phenomenological approach to explore educational phenomena. The question is: what are the lessons that can be learnt from the use of Heidegger’s phenomenological approach in exploring the learning experiences of homosexual learners in rural secondary schools of South Africa? The study used a phenomenological design in a number of selected secondary schools in Mpumalanga Province, South Africa. We generated data through semi-structured interviews and documents. We purposively selected six learners to participate in the study. Data were analysed by using a thematic approach. The approach helped us to reveal that homosexual learners were discriminated against by their teachers and were subjected to isolation from other learners due to religious beliefs, cultural norms, and traditional practices. The article argues that the use of the Heidegger’s phenomenological approach is more appropriate in unravelling nuances related to beliefs, cultural practices, and traditions that may hamper effective teaching and learning than the use of other designs such as surveys. The implication of this is that Heidegger’s phenomenological approach is helpful in conducting studies on the lived experiences of people who are discriminated in society, focusing on their well-being, support and care for their future. It also has the potential to contribute immensely towards policy formulation related to inclusive teaching and learning using learners’ voices based on their lived experiences.