Psychology of Education, University of the Free State , Bloemfontein, South Africa.
J Homosex. 2020 Jul 28;67(9):1197-1212. doi: 10.1080/00918369.2019.1582222. Epub 2019 Mar 14.
Sexuality education has become a core component in advancing the ideals of social justice and inclusivity within schooling environments. Its implementation has, however, been met with resistance as its sensitive nature often leads to conflicting messages, especially in relation to the myriad cultures and ambiguity thereof when placed against the contrasting values characteristic of multicultural South Africa. This article speaks to my experiences as a gay male teacher within the context of teaching at primary and secondary schools in the Free State province. I draw on the challenges and barriers I experienced, especially as a new teacher, and reflect critically on how this influenced my growth as an educator in the following years. Primarily, my approach and pedagogy were positioned within silence and uncritical reflection as to how my teachings can align with the ideals of social justice and inclusivity. Framed through a cybernetic perspective, I investigate how my pedagogy has adapted and transformed toward a less reactive approach and in turn aligned more actively with these ideals. This study is a self-reflective narrative that accounts for my experiences within different systems and how my presence influenced the systemic dynamics of the schools in which I taught.
性教育已成为推进学校环境中社会正义和包容性理想的核心组成部分。然而，由于其敏感性，它的实施遇到了阻力，因为它经常导致相互矛盾的信息，特别是在涉及到与多元文化南非的鲜明价值观形成对比的无数文化及其模糊性时。本文讲述了我作为一名同性恋男教师在自由州省中小学任教的经历。我借鉴了我作为一名新教师所经历的挑战和障碍，并批判性地反思了这在随后几年中如何影响我作为教育者的成长。主要是，我的方法和教学法被定位在沉默和对我的教学如何与社会正义和包容性理想保持一致的无意识反思中。通过控制论的观点，我研究了我的教学法如何朝着不那么被动的方法进行调整和转变，从而更积极地与这些理想保持一致。这项研究是一个自我反思的叙述，记录了我在不同系统中的经历，以及我的存在如何影响我所任教的学校的系统动态。
