Navigating between curriculum and sociocultural contestation: teaching sexual diversity in Namibian life skills classrooms

Abstract

In Namibia, the inclusion of non-heterosexuality and gender diversity in the school curricula remains a challenge. Drawing on critical and poststructuralist theories, this study explores Life Skills educators’ experiences and responses to sexual diversity education in their classrooms. The study employed a mixed-methods research approach with a sample of 133 Life Skills teachers. From this population, 111 participants were randomly selected for quantitative data collection, while the remaining 22 provided qualitative data. Two data collection instruments were utilised: questionnaires for the quantitative component and semi-structured interviews for the qualitative component. Quantitative data were analysed using SPSS software to generate descriptive statistics, while qualitative data underwent thematic analysis. According to the findings, 92% of teachers were aware that gender diversity and non-heterosexuality were covered in the curriculum. Three themes surfaced when this image was examined more closely; cultural barriers and a lack of preparation prevented teachers from discussing these elements freely. The findings offer useful information that policymakers can use to advance diversity and inclusivity.