Curriculum issues on gender non-conforming learners

Gender non-conforming learners

Abstract

This study argues that gender non-conforming learners do not relate to learning activities, the language used, and curriculum pedagogies. Due to gender socialization, the language used in some schools promotes gender binarism. The main aim is to investigate schools’ tolerance of gender-conforming learners in one Eastern Cape Province Secondary school. In this study, a qualitative research approach was administered to study and narrate findings identified in the form of narratives. This investigation was embedded in the case study design as authors could not have unwinged the investigated problem without first getting acquainted with the logistics of the case holistically. Three teachers offering the subject known as Life Orientation across the GET and FET bands were purposefully sampled as the relevant cohort to submit what they perceive, as data informants for this investigation. Data was collected using semi-structured interviews and analyzed thematically. Findings established that gender non-conforming learners cannot relate to the curriculum offered as it promotes gender binarism through language and learning activities, with impressions that such learners are not welcome in schooling societies. The study recommends the use of gender-neutral language. Provision of gender-neutral activities, in classroom environments with gender non-conforming characters, and teacher training on gender inclusivity, can act as remedial strategies to curb the situation.

Keywords: Gender Binarism, Socialization, Curriculum, Learning, Tolerance.