Teaching sexuality in a climate of ambiguity: Namibian Life Skills teachers negotiating intersectionality

• Published in: African Journal of Career Development 2024-11, Vol.6 (2), p.e1-e7
• Main Authors: Awarab, Erwin R., Brown, Anthony
• Format: Article
• Language: English
• Subjects: Intersectionality; Life skills curriculum; Namibia; Sexual and gender diversity; Teachers
• ISSN: 2709-7420; 2617-7471
• DOI: 10.4102/ajcd.v6i2.143

\r\nBackground\r\nThe Namibian High Court’s judgment 2023 in favour of same-sex marriage has created significant volatility in the country, considering the Life Skills curriculum’s call for affirmative teaching of sexual diversity education.\r\n\r\n\r\nObjectives\r\nThis study examined how the provisions made in the Life Skills curriculum to teach affirmative sexual diversity education could be affected by the tension created by the High Court’s judgment. Using intersectionality theory, the study explored how cultural, religious, political, and professional intersections influence teachers in implementing policy.\r\n\r\n\r\nMethods\r\nQualitative data were collected over four weeks from 10 Life Skills teachers through semi structured interviews. Sampling was purposive because only 4 secondary schools in town schools and 5 in rural schools was selected were the teachers had at least 3 years teaching experience in Life Skills. Study employed a qualitative research design and an intersectional lens.\r\n\r\n\r\nResults\r\nAmidst the volatile environment with varying intersections, teachers were conflicted and uncomfortable teaching gender and sexual diversity education while aware of the intersectional influences on them. Amidst the anxiety of inclusively address to discourse of sexual diversity. In the Life Skills classroom, teachers continued to present a message of affirmation, care and support as a duty to all learners.\r\n\r\n\r\nConclusion\r\nThis article calls for awareness of the intersectional challenges teachers face in delivering the Life Skills curriculum, specifically the sexual diversity topics. Teacher educators and staff development interventions should focus on creating knowledge about intersections to gain a better understanding and improve teaching and learning platforms.\r\n\r\n\r\nContribution\r\nAs educators dealing with children daily Life Skills must become conscious of existing intersectionality and how it affects their work. They must use this knowledge to create safe spaces for the learners.\r\n