Inclusion in the Classroom: Student Teachers’ Views on Affirming Gender and Sexual Diversity

Abstract

Research shows that gender and sexually diverse learners face discrimination in schools; however, there is little evidence of affirming gender and sexual diversity in Namibian classrooms. This qualitative case-study investigated student teachers’ views on affirming gender and sexual diversity in the classroom. The researchers purposively selected 90 student teachers. Semistructured focus group interviews revealed that gender and sexuality were not considered as a form of diversity in the classroom. However, participants understood the importance of affirming gender and sexual diversity in the classroom. The study demonstrated a need for intense gender and sexual diversity content in the pre-service teacher curriculum.