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dc.contributor.advisor Mabasa, L. T. Nkosi, Charlotte Dumazile 2023-05-04T09:44:38Z 2023-05-04T09:44:38Z 2022
dc.description Thesis (Ph.D. (Education Studies)) -- University of Limpopo, 2022 en_US
dc.description.abstract This qualitative study explored teacher perceptions, knowledge and intervention of homosexual learners in high schools in the Gert Sibande District of Mpumalanga. Homophobic issues have proven to be rife in high schools in Mpumalanga. Therefore, it was commendable to understand how teachers perceive the homosexuality of these minority learners. That reason directed the purpose of this study, as teachers should teach, guide and protect all learners in the school. Hence, it was crucial to ascertain how they deal with homophobic attitudes or whether they are even aware of homophobic attitudes within schools. This study adopted Gibson’s Theory of Direct Perception, the top-down and constructivist theory, to understand teacher perceptions and knowledge of the homosexuality of high school learners. This study used a case study design and empirical studies were extensively reviewed to corroborate data gathered through individual interviews and document analysis. Data generated from the semi-structured individual interviews were analysed through Thematic Content Analysis. Numerous findings emerged from this research. Firstly, it became evident that teacher perceptions of learners’ homosexuality were hampered by their lack of knowledge about the phenomenon. It follows that there was no mention of homosexuality as a concept during their teacher education. Even in practice, the concept is not precisely included in the curriculum. Secondly, teachers appeared to have negative perceptions and a misunderstanding of the homosexuality of learners because they are obstructed by their own beliefs – namely, the Christian religion and their culture – in recognising homosexual learners in high schools. They still believe in stereotypes and myths which are encouraging homophobic behaviour. Thirdly, no homophobic incident was documented and as a result, no one was able to refer to previous or common incidents. The teachers confirmed that management resonated the same sentiments as everybody else at the expense of homosexual learners, who are rendered voiceless and vulnerable to discrimination, violence and isolation. This study recommends a speedy intervention from the Department of Basic Education to equip teachers with the necessary knowledge and accurate information on homosexuality as a concept for school communities. This study offered sufficient evidence for the claim that secondary school teachers’ perceptions, knowledge and intervention need to be challenged and homosexuality should be explicitly included in the curriculum to benefit the minority youth in high schools. en_US
dc.format.extent xii, 126 leaves en_US
dc.language.iso en en_US
dc.relation.requires PDF en_US
dc.subject Teacher perceptions en_US
dc.subject Knowledge en_US
dc.subject Homosexual learners en_US
dc.subject Intervention en_US
dc.subject.lcsh Homophobia en_US
dc.subject.lcsh High school teachers en_US
dc.subject.lcsh Homosexuality -- Social aspects en_US
dc.subject.lcsh Homophobia in schools en_US
dc.subject.lcsh Education, Secondary -- South Africa -- Mpumalanga en_US
dc.subject.lcsh High school teachers -- South Africa -- Mpumalanga en_US
dc.title Teacher perceptions, knowledge and intervention on homosexual learners in high schools around the Gert Sibande District of the Mpumalanga Province toward a responsive intervention en_US
dc.type Thesis en_US

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