Exploring the attitudes and experiences of high school teachers towards LGBTIQ students in Lesotho schools
| dc.contributor.advisor | Nichols, H. J. | en_ZA |
| dc.contributor.author | Mota, Mahlape Sylvia | en_ZA |
| dc.date.accessioned | 2024-06-13T11:14:06Z | |
| dc.date.available | 2024-06-13T11:14:06Z | |
| dc.date.issued | 2022 | en_ZA |
| dc.description | Dissertation (M.Ed.(Psychology of Education))--University of the Free State, 2022 | en_ZA |
| dc.description.abstract | A growing body of research shows that lesbian, gay, bisexual, transgender, intersex and queer (LGBTIQ) students, or those who do not conform to heterosexual identities or expressions in Lesotho, experience discrimination on the basis of sexual orientation within the school environment. This is happening despite the Lesotho Constitution, which prohibits all forms of discrimination, and the Education Act of 2010, which makes provision for education for all and ensures that no form of discrimination exists in accessing education. The aim of this study was to explore the attitudes and experiences of high school teachers towards LGBTIQ students. This research study adopted a socio-ecological theory to explore teachers’ attitudes and to determine how their social backgrounds, influenced their attitudes. The researcher used a qualitative approach located within the interpretivist paradigm to collect data. Purposive and convenience sampling techniques were used to select the study sample. Using a case study methodology, semi-structured telephonic interviews were conducted with five high school teachers from three high schools in Teya-teyaneng Lesotho. Data were analysed and presented thematically. The findings indicate that teachers promote and enforce heterosexuality in schools due to a lack of knowledge of gender and sexual diversity. The results showed that masculinity and femininity were used as gender and sexuality descriptors. The study also revealed that gender and sexual diversity is silenced and ignored in schools. Therefore, I recommend that the management and the board of schools engage in a process of producing school policies that incorporate school ethos and prohibit discrimination based on gender and sexual diversity. It is also recommended that teachers receive pre-service and in-service training so that they can feel confident in providing educational programmes aimed at promoting acceptance of gender and sexual diversity among students. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12598 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Sexuality | en_ZA |
| dc.subject | homosexuality | en_ZA |
| dc.subject | LGBTIQ | en_ZA |
| dc.subject | life skills education | en_ZA |
| dc.subject | heteronormativity | en_ZA |
| dc.subject | equality | en_ZA |
| dc.subject | inclusion | en_ZA |
| dc.subject | non-discrimination | en_ZA |
| dc.subject | human rights | en_ZA |
| dc.title | Exploring the attitudes and experiences of high school teachers towards LGBTIQ students in Lesotho schools | en_ZA |
| dc.type | Dissertation |