Abstract
The Republic of South Africa is one of the countries who are faced with a global issue of injustice towards the same sex desiring sexual identities, assigning heterosexuality to dominate our schools. This leaves them exposed to exclusions, segregations, and homophobia. In our schools, inclusivity often favours learners, leaving teachers more exposed to unconducive working environment.
This thesis aimed to examine the professional experiences of Xhosa effeminate same sex desiring male teachers in the foundation phase. The study was conducted in the Nelson Mandela Education District, Eastern Cape, South Africa. The theoretical framework used for this study is Hegemonic Masculinity. Thus, the study investigated the professional experiences of Xhosa effeminate same sex desiring male teachers in the foundation phase.
The study went through the investigation using the qualitative research approach and all its qualities. The data was derived through the use of semi-structured interviews. Through purposive sampling method, five Xhosa effeminate same sex desiring male teachers in the foundation phase were taken as participants. Three of the participants were grade three teachers, one was a grade 2 teacher, and one was a grade one teacher. This study discovered that Ulwaluko played an important role to the participants and their male colleagues. The participants’ colleagues expressed qualities of acceptance towards the participants. Even in the mountains during the initiation school period, the participants did not experience segregation or exclusion from any activity.
Key Terms
Xhosa, Same-sex desiring, Foundation Phase, Hegemonic Masculinity, Ulwaluko.