Abstract
Schools are social agents of transformation and contribute to the promotion of social justice. Schools bear an intrinsic responsibility to create and sustain safe learning and teaching environments. School leaders, in their capacity as in loco parentis, are tasked to develop policy and put in place measures and strategies to protect all learners against denigration, exclusion, and social injustices. The mandate of the South African educational system as an agent of change is encapsulated in the motto on the national coat of arms – “diverse people unite”. Hence, diverse people such as Sexual Minority Youths (SMYs) must have access to safe and equal education, which is a basic human right encapsulated in the South African Constitution. Research on the school lived experiences of SMYs is rife with evidence to the contrary. Lived experiences are characterised by denigration, exclusion, and socially unjust practices which, in turn, increase self-destructive behaviour, persecution, physical segregation, and social marginalisation. Society, however, perceives and portrays successful sexual integration in schools as heteronormativity, despite educational policy claims that suggest that inclusionary practices foster learning and teaching environments that are physically and psychologically safe.
This study focussed on inclusive leadership strategies that educational leaders could employ to create safe schools for SMYs in suburban Limpopo Province, South Africa. The study drew on the tenets of Inclusive Leadership Theory and Critical Social Theory. These theories provide that inclusion is a process that targets exclusionary practices, while nurturing and advocating multi-lateral participation in decision-making processes, policy development and implementation.
Using Interpretative Phenomenological Analysis as a framework, this qualitative study explored strategies that school leaders could implement to create safe schools for SMYs in suburban Limpopo Province in South Africa. I used convenience sampling to select six school leaders to participate in the study. Participants comprised educators in executive and middle management, a senior teacher, and a pastoral counsellor. Data were generated using semi-structured interviews, observation of two Life Orientation lessons, and document review of the school’s vision and mission statements, code of conduct for
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learners, disciplinary policy, Life Orientation question papers and textbooks, curriculum statements as well as learning programme outlines. The data were analysed, using thematic analysis.
The findings of the study confirm that monolithic religious principles underscore school leaders’ incumbency to create safe and inclusive schools for SMYs. The lack of professional development influences school leaders’ academic conceptualisation of the daily challenges SMYs encounter that constitute their lived experiences. Despite these professional shortfalls, school leaders proposed several strategies such as psycho-emotional support, surveys, and professional development to foster safe environments for SMYs in suburban schools.
Keywords: Critical Social Theory; inclusive educational leadership; Limpopo Province; sexual minority youths; safe schools; Interpretative Phenomenological Analysis.