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Conclusion

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Troubling the Teaching and Learning of Gender and Sexuality Diversity in South African Education

Part of the book series: Queer Studies and Education ((QSTED))

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Abstract

My book, thus far, has shown how schools in South Africa are quintessentially heterosexist and heteronormative spaces. A significant finding, and highlight, of my book is how the teachers, despite their lack of training, show a commitment to learning about sexuality diversity and teaching. The teachers’ attitudes and experiences provide new insight into the South African research on LGB issues and schooling that unlike previous research opens up new possibilities for the teaching and learning of sexuality diversity in schools. Equally striking is how the LGB youth spurred on by different experiences understand and, in turn, resist heterosexist and heteronormative practices sometimes in very hostile school spaces. And so, in this concluding chapter, I bring the various sections of the book together by opening up a conversation about what I think needs to happen in the areas of policy, curriculum, pedagogy, and teacher education.

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Authors and Affiliations

  1. Department of Sociology and Social Anthropology, Stellenbosch University, Stellenbosch, South Africa

    Dennis A. Francis

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  1. Dennis A. Francis
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Francis, D.A. (2017). Conclusion. In: Troubling the Teaching and Learning of Gender and Sexuality Diversity in South African Education. Queer Studies and Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-53027-1_8

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  • DOI: https://doi.org/10.1057/978-1-137-53027-1_8

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  • Publisher Name: Palgrave Macmillan, New York

  • Print ISBN: 978-1-137-53026-4

  • Online ISBN: 978-1-137-53027-1

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