Abstract
The purpose of this study was to ascertain the attainment of social justice through the teaching of sexual diversity education in Life Skills in Namibia. In many cases inclusivity is claimed to be applied but social justice is not served. Therefore, access and equity as provided for by the Education for All core principles becomes tokenistic when it comes to matters of sexual diversity in Namibia. Education should serve all the children by creating a conducive and enabling environment for all learners to achieve their best potential thereby leaving no learner behind. This is what Social Justice and Inclusive education advocates. The aim of the study was to examine whether the provisions made in the Life Skills curriculum to teach sexual diversity education was enacted by the teachers and what their experiences were in the process. The study therefore takes a broad view by also studying the preparation and the resources used and available to enhance the teaching of sexual diversity in schools. The data were collected over a period of four weeks. The studies employs a qualitative research design through an interpretive lens. I use semi-structured interviews to gather data from participants as well as document analysis for triangulation. Purposive sampling was used to select the schools to ensure that the sample is representative of the Erongo Region, so both urban and rural school teachers were interviewed. Data were collected through document analysis and transcribed audio-taped interviews were analysed. This study highlights the importance of social justice under the umbrella of inclusive education in the Namibian education. It strives to shed light on the challenges faced with implementation of the inclusion of the teaching of sexual diversity in the secondary education Life Skills curriculum. Given the sometimes hostile environment with varying views informed by religious, social and cultural justifications, Life Skills teachers navigate the space, against the odds, to ensure that the child with different sexual expressions feels save and free. Although the inclusion in the curriculum is highly commendable it became evident that teachers are not capacitated to teach sexual diversity education and that it is a mere topic to be covered as part of the syllabi. The research findings contribute to the debate and discussion on equity and equality in education aimed at ensuring that social justice prevails in schools. Findings reveal iv that teachers portray an attitude of willingness to teach sexual diversity. Teachers stated the inevitability of the presence of sexually diverse members within the community and the consequent need to teach the topic. They are aware of the discriminatory behaviour that exist within schools and the community but argue that there has been improvement or rather signs of transformation. There is an awareness of their own biases and their lack of training which hampers the affirmative teaching of the sexual diversity as per the curriculum. In order to ensure the full inclusion of children with diverse sexual orientation all stake holders should be involved and deliberate on transformational avenues be created. It is important that teachers are capacitated to teach sexual diversity and create spaces where both the heterosexual and homosexual children can affirm, appreciate and understand to further advocate to those less informed. Schools and communities should create spaces were the diverse child feels save and learn about their diversity but also spaces where community and others can learn.
D.Phil. (Education)