To advocate or assimilate: Lessons of queer educators navigating their high school space

Abstract

Background: In South African high schools, queer educators face a unique set of challenges as they navigate the delicate balance between advocating for queer identities and assimilating into institutional norms.

Objectives: This article delves into the experiences of three queer educators, examining the complex dynamics of performing their professional roles as educators, advocating for queer identities while navigating institutional, cultural, and personal constraints. This article endeavours to address this gap by delving into the lived experiences of queer educators navigating their roles within the high school landscape of South Africa.

Methods: The method of the study involved in-depth interviews and thematic analysis. The study employed a qualitative exploratory multiple-case study. This article is based on data that were collected from a broader study that looked at the care and support of queer learners in a variety of high schools.

Results: This article helps uncover the complexities of advocacy, assimilation, and the intersectionality of identity.

Conclusion: Queer educators understand that their visibility in schools benefits LGBT school youth. Queer educators desire true acceptance and inclusion amongst their colleagues.

Contribution: Building on the insights shared by the three educators, the study offers recommendations to enhance the care and support of queer educators in high school settings.