Abstract
In an ideal world, young people would be able to explore their sense of self and identity,
safe in the knowledge that they can rely on the people around them to assist. For youth
with diverse sexual orientations – will be referred to as LGBT youth going forward -
this ideal world will remain an idea until our society grapples with how it privileges
cisheterosexism. South Africa has had a history of homophobia because
heterosexuality in various ecologies of society is privileged and promoted as the norm.
Schools have not been spared from this reality. This reality has caused schools not to
be inclusive spaces, especially when it comes to issues of non-heterosexual
orientation expressions. This starkly contrasts what schools ought to be – spaces that
support the identity formation of all school-going youth. Educational policies exist that
place specific responsibilities on role players to ensure the care and support of all
learners, LGBT school youth included. The study explored how those tasked with
implementing existing policies and finding gaps supported change in the journey of
LGBT school youth who are contemplating disclosing their non-heterosexual
orientation towards full acceptance and belonging.
The study employed a qualitative exploratory multiple-case study, selecting three high
schools and identifying four role players: the school principal, an SBST member, a life
orientation teacher, and a teacher who did not teach Life Orientation. A combination of
theories underpinned the study: Ubuntu and ethics of care. Queer theory was the
overarching theory used to queer both ubuntu and ethics of care. The study, through
the use of thematic analysis, revealed that the care and support that was experienced
by LGBT school youth who intended to disclose their non-heterosexual orientations
was accidental, unintended, informal, poorly equipped and inconsistent. Additional
themes showed the role of the school principal and how their principles influenced the
nature of care and support at schools. Meanwhile, in the classroom, the study revealed
how influential a teacher’s own value system had in determining how care and support
would be enacted for LGBT school youth that they taught or engaged with.
KEYWORDS: heterosexuality, cisheterosexism, coming out, ubuntu