ABSTRACT

Despite public outcry, South Africa has decided to roll out comprehensive sexuality education in schools. Currently, however, there are no scripted lesson plans for teachers of learners with visual impairment. Local literature suggests that the current sexuality education curriculum fails to engage with sexuality diversity and is imbued with notions of compulsory heterosexuality and able-bodiedness, perpetuating homophobia, transphobia and ableism in schools and broader communities. The paper sought guidance from disability professionals on how to best address lesbian, gay, bisexual, transgender and other sexualities’ (LGBT+) issues as part of comprehensive sexuality education for learners with visual impairment. Bourdieu’s work on doxa, orthodoxy and heterodoxy underpinned the study. Three professionals working with learners with visual impairment were interviewed in a focus group, and one school principal working in a school for learners with visual impairment was interviewed individually. Data were thematically analysed. Pre- and in-service teachers are encouraged not to see comprehensive sexuality education offered to learners with visual impairment as different from that provided to their sighted peers. Professionals urged teachers to accept LGBT+ learners with visual impairment in their dress, expression and embodiment. However, teachers need to be aware of learners’ cultural and religious differences. Current lesson plans need to be revisited to safeguard against compulsory heterosexuality and able-bodiedness.

摘要

尽管受到公众的强烈抗议，南非还是决定在学校推出全面的性教育。但是，目前尚无针对视障学习者老师的脚本化课程计划。地方文献表明，当前的性教育课程未能适应性多样性，并充满了强制性异性恋和身体健全的概念，在学校和更广泛的社区中长期存在同性恋恐惧症，跨性别恐惧症和能力主义。该论文寻求残疾专业人士的指导，以期如何最好地解决女同性恋，男同性恋，双性恋，变性者和其他性行为（LGBT +）的问题，作为针对视障学习者的全面性教育的一部分。布迪厄在doxa，正教和异教方面的研究为该研究奠定了基础。在一个焦点小组中采访了三名与视障学习者一起工作的专业人员，并分别采访了在一家为视障学习者中工作的学校校长。对数据进行专题分析。鼓励在职和在职教师不要为视力障碍的学习者提供全面的性教育，这与为视障同伴提供的性教育有所不同。专业人士敦促教师接受LGBT +学习者的着装，表情和体现力有视觉障碍。但是，教师需要意识到学习者的文化和宗教差异。当前的教案需要重新审视，以防止强制性的异性恋和强壮的身体。并对在一家视力障碍学习者学校工作的一位校长进行了单独采访。对数据进行专题分析。鼓励在职和在职教师不要为视力障碍的学习者提供全面的性教育，这与为视障同伴提供的性教育有所不同。专业人士敦促教师接受LGBT +学习者的着装，表情和体现力有视觉障碍。但是，教师需要意识到学习者的文化和宗教差异。当前的教案需要重新审视，以防止强制性的异性恋和强壮的身体。并对在一家视力障碍学习者学校工作的一位校长进行了单独采访。对数据进行专题分析。鼓励在职和在职教师不要为视力障碍的学习者提供全面的性教育，这与为视障同伴提供的性教育有所不同。专业人士敦促教师接受LGBT +学习者的着装，表情和体现力有视觉障碍。但是，教师需要意识到学习者的文化和宗教差异。当前的教案需要重新审视，以防止强制性的异性恋和强壮的身体。鼓励在职和在职教师不要为视力障碍的学习者提供全面的性教育，这与为视障同伴提供的性教育有所不同。专业人士敦促教师接受LGBT +学习者的着装，表情和体现力有视觉障碍。但是，教师需要意识到学习者的文化和宗教差异。当前的教案需要重新审视，以防止强制性的异性恋和强壮的身体。鼓励在职和在职教师不要为视力障碍的学习者提供全面的性教育，这与为视障同伴提供的性教育有所不同。专业人士敦促教师接受LGBT +学习者的着装，表情和体现力有视觉障碍。但是，教师需要意识到学习者的文化和宗教差异。当前的教案需要重新审视，以防止强制性的异性恋和强壮的身体。