Thesis (Ph.D. (Education Studies)) -- University of Limpopo, 2022 / This qualitative study explored teacher perceptions, knowledge and intervention of
homosexual learners in high schools in the Gert Sibande District of Mpumalanga.
Homophobic issues have proven to be rife in high schools in Mpumalanga. Therefore,
it was commendable to understand how teachers perceive the homosexuality of these
minority learners. That reason directed the purpose of this study, as teachers should
teach, guide and protect all learners in the school. Hence, it was crucial to ascertain
how they deal with homophobic attitudes or whether they are even aware of
homophobic attitudes within schools.
This study adopted Gibson’s Theory of Direct Perception, the top-down and
constructivist theory, to understand teacher perceptions and knowledge of the
homosexuality of high school learners. This study used a case study design and
empirical studies were extensively reviewed to corroborate data gathered through
individual interviews and document analysis.
Data generated from the semi-structured individual interviews were analysed through
Thematic Content Analysis. Numerous findings emerged from this research. Firstly, it
became evident that teacher perceptions of learners’ homosexuality were hampered
by their lack of knowledge about the phenomenon. It follows that there was no mention
of homosexuality as a concept during their teacher education. Even in practice, the
concept is not precisely included in the curriculum. Secondly, teachers appeared to
have negative perceptions and a misunderstanding of the homosexuality of learners
because they are obstructed by their own beliefs – namely, the Christian religion and
their culture – in recognising homosexual learners in high schools. They still believe in
stereotypes and myths which are encouraging homophobic behaviour. Thirdly, no
homophobic incident was documented and as a result, no one was able to refer to
previous or common incidents. The teachers confirmed that management resonated
the same sentiments as everybody else at the expense of homosexual learners, who
are rendered voiceless and vulnerable to discrimination, violence and isolation. This
study recommends a speedy intervention from the Department of Basic Education to
equip teachers with the necessary knowledge and accurate information on
homosexuality as a concept for school communities.
This study offered sufficient evidence for the claim that secondary school teachers’
perceptions, knowledge and intervention need to be challenged and homosexuality
should be explicitly included in the curriculum to benefit the minority youth in high
schools.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ul/oai:ulspace.ul.ac.za:10386/4210 |
| Date | January 2022 |
| Creators | Nkosi, Charlotte Dumazile |
| Contributors | Mabasa, L. T. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | xii, 126 leaves |
| Relation |
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