Abstract
Inclusive education aims to eliminate obstacles to learning for all learners, guaranteeing that they can access, attend, participate, and achieve the best possible academic and social results in school. In various societal settings, South Africa has a history of homophobia stemming from the privileging and the promotion of heterosexuality as the norm. This reality has also permeated schools, which reflect the homophobia present in the surrounding communities. As a result, schools have not created inclusive spaces, particularly in the context of gender identity. This is in direct contrast to the ideal role of schools as supportive and inclusive environments for all young people, including those questioning their identity.
In a perfect world, adolescents exploring their sense of self and identity should receive safety and encouragement from those around them, including within their school environment. The development of one’s gender identity is crucial for every individual. However, for transgender youth, this ideal world remains a concept until our society addresses its preference for heteronormativity. Heteronormativity refers to the belief that heterosexuality is the only acceptable sexual orientation, along with the assumption that gender is categorised strictly as male or female and that this is the ideal way to perceive sexuality and gender.
Educational policies create a consistent and cohesive framework that all entities can use to guide their interactions with and treatment of transgender learners and to provide socially just educational settings. The study explored how different role-players in the South African schooling system create inclusive education for transgender learners, with a focus on how transgender learners are perceived in secondary school settings, how existing educational policies are used to provide inclusive education for transgender learners and to determine what policy development needs exist to enable an inclusive environment for transgender learners.
A generic qualitative research design was used for this study. Participants were selected through purposive sampling and included members of the senior management team, the school governing body, the pastoral team, educators who teach Life Orientation, and learners from the Learner Representative Council in
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secondary schools across Gauteng, South Africa. Data was collected through semi-structured interviews with these participants. The data was then analysed using a Critical Discourse Analysis framework. Additionally, relevant legislation and educational policies were reviewed to identify any gaps in policies concerning the inclusive education of transgender learners.
The qualitative analysis of interviews conducted with participants from four South African schools highlights the gaps and opportunities in supporting transgender learners. Key findings reveal that persistent cisnormativity and binary views of gender limit the understanding of gender diversity. There is a need for more training and exposure to challenge outdated gender paradigms. Although there is a general commitment to inclusion, specific policies designed to ensure the safety and belonging of transgender learners are lacking. Vague statements on diversity are insufficient and targeted policies and accountability measures are essential. Change can be achieved through collaboration in developing policies related to uniforms, facilities, and records, as well as through training for educators and community discussions to foster understanding. The findings highlight that a holistic transformation requires cooperation among learners, school staff, governing bodies, and education departments in South Africa.
KEYWORDS: Transgender learners, Educational Policy, Inclusion, Sexuality, Social justice