Proceedings of the 3rd International Conference on LGBT studies
Year: 2024
DOI:
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Inclusion of queer curricula in language education: A transformative teaching and learning framework
Dr. Matthys Johannes Uys, Prof. Salomé Romylos and Prof. Carisma Nel
ABSTRACT:
Research has shown that South Africa is a queerphobic country where heterosexual citizens either reject or merely tolerate queer individuals whose gender identity or sexual orientation differs from the heteronormative norm. Against this background, the present study argues that a queer-inclusive transformative teaching and learning framework (i.e., content-, pedagogical-, technological- and pedagogical content knowledge) for the language classroom can be used to address queer social injustices and create awareness and understanding of gender identities and sexual orientations. A qualitative case study design within a transformative paradigm was employed. The methods included purposive sampling and questionnaires for data generation, and content analysis as a data analysis strategy. Responses to these questionnaires elucidated the perceptions of preservice teachers and language lecturers regarding the teaching of queer texts and how prepared they felt to do so. Factors hindering teachers’ willingness to teach queer texts are unpreparedness and limitations pertaining to personal values and beliefs. The framework suggested is based on Mezirow’s “perspective transformation” with the aim to instill a mind change among in-service teachers and language lecturers regarding the teaching and learning of queer curricula to resist and combat queerphobia and contribute to a more inclusive environment for queer individuals. The framework also provides an outline of a queer curriculum with the incorporation of the backward design to lesson planning.
keywords: queer-inclusive transformative teaching and learning framework; queer curricula; language education; gender identities; sexual orientations