Abstract
Donohue and Bornman (2014a) purport that most children with disabilities and learning difficulties in South-Africa are not allowed into mainstream schools by some of education authorities while others are subjected to poor support. This sort of practice underscores that non-hegemonic identities other than abled mainstream identities are subjected to othering and navigate on the periphery of schools. This situation prevails despite the implementation of inclusive education nearly three decades ago (DBE, 2001) that bars any form of discrimination regardless of (dis)abilities, background or challenges. Among the core tenets of inclusive education is to prepare young people for an inclusive society White Paper 6 (DBE, 2001). Although same-sex sexual orientations in its nature is not a challenge, repressive school responses towards sexual identities other than heterosexuality has created discrimination, vilification and spoiled identities of such learners. As a result, school youth with same-sex sexual orientations are side-lined and their learning opportunities are compromised (Brown, 2017). Schools are largely unresponsive to complaints about these oppressive experiences and teachers are found to be among the main perpetrators of homophobic violence (Francis, 2010; DePalma & Francis, 2014b; Rothmann & Simmonds, 2015; Brown & Diale, 2017). These poignant realities are juxtaposing the notion of care and support as advocated by the policy of inclusive education (IE) that aims for no child to be left behind (DBE, 2001)...
M.A. (Education)