Inclusion of queer curricula in language education: A transformative teaching and learning framework

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 standard. 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 about personal values and beliefs. The framework suggested is based on Mezirow’s “perspective transformation” to instil 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.