Experiences of challenging heteronormativity in pre-service teacher training at the University of KwaZulu-Natal: A reflective critical incident approach

Abstract

Pervasion and perpetuation of heteronormativity in the institutions of higher education in the South African context have far-reaching consequences for the LGBTI individuals. Educational research on the preparation of pre-service teachers for teaching in diverse school contexts is scarce. This article highlights the various ways in which heteronormativity manifests in some higher education spaces by drawing on my experiences in teaching a compulsory human rights module offered to final year pre-service teachers at the University of KwaZulu-Natal. Discourses that emerged from students prior to being taught about LGBTI, during the teaching and after they had been taught; which some are argued to be highly subjective and homophobic in nature are discussed through the use of critical incidents and memory-work. This article suggests that teaching about LGBTI does not attempt to 'normalise' non-conforming gender identities, but has the potential to lead to attitude change among some students.