Positive inclusive experiences of a same-sex desiring male Foundation Phase teacher

Abstract

Background: Much work has been done to realise the discourse of diversity and gender equality in the perceived feminised Foundation Phase (FP) of teaching and learning. Part of the work was done through the inclusion of males in FP teaching to provide learners and teachers alike with diverse learning experiences. In South Africa, most research focuses on why FP teaching remains a feminised space, the marginalisation of few male FP teachers. However, less is known about male FP teachers’ positive inclusive experiences.

Objectives: To contribute to the discussion by presenting Camagu’s case study, a same-sex desiring male FP teacher, and his positive inclusive experiences in a conservative context in the Eastern Cape province, South Africa.

Methods: A qualitative single case study methodology employing photovoice to elicit Camagu’s positive inclusive experiences in FP teaching.

Results: Findings revealed positive inclusive practices implemented by the school, discussed under two themes: Finding a sense of belonging through school structures and ‘It’s nice to have someone as different as you in the school …’ - Learners’ perspective.

Conclusion: The study suggests a need for increased support for school leadership and teachers to promote inclusive policies and practices affirming diverse identities of all learners and teachers.

Contribution: Camagu’s experiences offer new research dimension by sharing best practices for fostering inclusive school environments. The study challenges deeply rooted gender norms in South African education, particularly in FP teaching. It advocates for inclusion and acceptance of male teachers, regardless of their diverse gender and sexual orientations, promoting gender diversity.