Challenging Gender Norms and Paving Pathways to Inclusion

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From 12 to 15: Girls, Boys, Gender and Sexuality at a High School in the North West Province, a thesis by Doctor of Philosophy graduate Dr Rabia Rizvi examines the complex landscape of school environments. Gender and sexuality, which play pivotal roles in shaping learners’ experiences, is the focus of study that considers the intricate interplay of power dynamics and relationships among learners.

Motivated by her involvement in the broader study, Learning from the Learners, led by her supervisor Professor Deevia Bhana, Rizvi’s study uncovered gender power inequalities between boys and girls in the school environment. Heterosexuality is the norm and queer sexualities are marginalised.

Navigating a potentially controversial topic within an educational institution presented challenges; however, Rizvi received institutional support and enthusiastic participation from learners.

‘The findings revealed that male dominance and hegemonic forms of masculinity are the norm. This means that boys aspire to be aggressive, heterosexual, suppress their emotions and take risks. Furthermore, girls are denigrated and slut-shamed and harassed by boys, as they are expected to be meek, submissive and loyal to their partners,’ said Rizvi.

Advocating for the disruption of traditional gender binaries, Rizvi emphasises the importance of acknowledging learners’ sexual identities and desires from a young age. Her research highlighted that children are sexual beings and are invested in exploring their sexual identities. School stakeholders should acknowledge this and craft programmes to facilitate conversations with learners that help them to navigate relationship dynamics and normalise gender fluidity.

To address manifestations of hegemonic masculinity, Rizvi proposes targeted interventions, including conversations between teachers or role models and boys to disrupt harmful behaviours and advocate for gender equality, and the integration of gender and sexuality topics into the curriculum and Life Orientation classes.

Rizvi says she was deeply moved by the experiences of exclusion and isolation of learners who identified as non-binary, bisexual or queer. She called on schools to provide support rather than subjecting them to violence and ridicule.

Emphasising the importance of collaboration between educators and policymakers, learners, families, and community stakeholders, Rizvi believes that schools can create more holistic and effective strategies to promote inclusivity and equality.

‘It is crucial to recognise that issues related to gender and sexuality have a profound impact on students’ well-being, academic achievement, and overall school experience. Ignoring or marginalising these issues can lead to increased rates of bullying, discrimination, and mental health issues among students, particularly those who identify as queer. Creating inclusive and equitable learning environments requires a proactive approach that goes beyond simply addressing overt forms of discrimination. It involves integrating discussions on gender and sexuality into the curriculum, providing training for educators on diversity and inclusion, and implementing policies that protect the rights of all students, regardless of their gender or sexual orientation,’ she added.

Currently pursuing a post-doctoral fellowship at UKZN, Rizvi hopes to publish more research on issues of gender and sexuality at school.

Words: Rakshika Sibran

Photograph: Sethu Dalmini