THE EFFECTIVENESS OF THE SCHOOL BASED SUPPORT TEAM TO EMPOWER EDUCATORS IN ADDRESSING NONHETERONORMATIVITY IN SOUTH AFRICAN SCHOOLS

Abstract

The Bill of Rights as enshrined in Chapter 2 of the Constitution of the Republic of Southern Africa Act 108 of 1996, advocates protection of lesbian, gay, bisexual, transgender, and intersex (LGBTI) learners, and in terms of the School Based Support Team (SBTS) policy, all learners should benefit from education irrespective of their sexual orientation. However, research indicates that such a minority group continues to experience victimization, social aggression, bullying and harassment as compared to their heterosexual counterparts because educators lack skills to address nonheteronormativity that prevails at schools. As a result, due to fragmented SBST policies, majority of LGBTI learners leave schools not equipped in the areas of sexual health and human rights. This paper will collect data from both primary and secondary sources such as theses, journal articles and government gazette to enhance the effectiveness of the (SBST), which, in turn, will empower educators to suggest strategies for inclusive education (IE) and embrace diversity in the classroom. This paper will be grounded in critical theory, ecological system approach and relational social justice. As it is the goal of the gay liberation movements to organize workshops for multicultural education and sexual orientation for school governing bodies (SGBs), educators, policy makers and administrators, findings show that the reinforcement of the SBST improves teaching and learning, and increases educators’ participation in addressing non-heteronormativity in SA schools. In recommendation, the Department of Education should ensure that it is critical that IE is continuously implemented so that the educators provide support towards LGBTI learners.