‘To correct, punish and praise’ LRC leaders experiences and expressions of non-heterosexuality in Namibian schools

Dennis Francis, Anthony Brown

Research output: Contribution to journalArticlepeer-review

10 Citations (Scopus)

Abstract

Learner representative councils (LRCs) have been constituted to foster democratic participation and citizenry in Namibian schools. Drawing on a larger UNESCO project that focused on gender violence and schooling, we report on focus group interviews with LRC members in schools in Windhoek. Working with how heterosexuality is normalised and constituted as dominant in schools, we explore how LRCs in Namibian schools respond to and confront non-heterosexuality. The findings show broader societal heterosexism and heteronormativity reflected in the attitudes and responses of the LRC leaders who draw on heteronormative discourses to regulate, silence and rehabilitate non-heterosexuality. Invoking Foucault’s use of pleasure, our article provides insights for how the role of the LRC can be broadened to create socially just and inclusive schooling for lesbian, gay, bisexual and transgender youth.

Original languageEnglish
Pages (from-to)1276-1293
Number of pages18
JournalInternational Journal of Inclusive Education
Volume21
Issue number12
DOIs
Publication statusPublished - 2 Dec 2017

Keywords

  • Homophobia
  • Namibia
  • gender and sexuality diversity
  • heteronormativity
  • learner representative councils
  • pleasure

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)

Fingerprint

Dive into the research topics of '‘To correct, punish and praise’ LRC leaders experiences and expressions of non-heterosexuality in Namibian schools'. Together they form a unique fingerprint.

Cite this