Baba Nompi Dlamini

St10223405

MCED7311

ASSIGNMENT 1

Activity 1
 Understanding and Inclusivity: Addressing LGBTQ+ Issues in
Education.

As classrooms today continue to diversify at a rapid pace, fostering

inclusivity and understanding is more than just a progressive slogan—more
like, it’s imperative. The LGBTQ+ community intersects with multiculturalism
in complex ways and tends to be subject to systemic stigmatization,
marginalization, and erasure. Although some societies have been
progressing toward inclusion, there are numerous lesbian, gay, bisexual,
transgender, and queer/questioning people who are discriminated against,
and particularly in schools. To thrive in a diverse society, students must be
equipped not only with intellectual knowledge but with empathy and respect
for diverse identities. Teachers play a central role in such work, and including
LGBTQ+ issues in the curriculum is an essential step forward In promoting
human rights, justice, and mental health. This essay discusses ways to teach
LGBTQ+ concepts to students that are developmentally appropriate, how to
interrupt stereotypes and bias in the classroom, and how to address
pushback constructively from parents, peers, or communities.

Teaching LGBTQ+ Concepts to Students

In order to foster understanding, there is a need to provide LGBTQ+

identities with space in the natural diversity of human life. LGBTQ+ is an
acronym for Lesbian, Gay, Bisexual, Transgender, and Queer or Questioning.
The +, which represents a variety of other identities including intersex,
asexual, pansexual, etc., tells us that there are numerous other identities
under this category. It is vital to tailor explanations according to students’
age and maturity in order to provide concepts clear and sensitive expression.

Key Approaches:

1. Use Simple, Inclusive Language

Simply using inclusive language and straightforward language can make a

significant impact for learners at the beginner and intermediate stages. To
give examples of different family structures, for example, is as simple as
stating, Some children have two moms, or two dads, or a mom and a dad. All
families are different. This lays the groundwork for acceptance without
arguing the complex issues. For older students in the senior phase, teachers
can introduce more detailed discussion about gender identity and sexual
orientation as differences of human diversity. These should emphasize that
there is nothing unnatural or wrong about being LGBTQ+, and these
identities should receive the same respect given to any other.
2. Integrate Literature and Media

Incorporating books and media of appropriate age in the curriculum provides

relevant stories that normalize LGBTQ+ experiences.

Picture books like And Tango Makes Three, from the real-life tale of two male
penguins raising a chick, or Julian Is a Mermaid are effective for younger
students.

Novels like Simon vs. the Homo Sapiens Agenda or George by Alex Gino are
best for teenagers and provide realistic characters as well as prompt
meaningful conversation. Educational films and documentaries, this one
being The Death and Life of Marsha P. Johnson, can also be used with high
school students to study LGBTQ+ history and activism. They help to close
gaps in understanding and humanize the issues surrounding them. 3. Link to
Human Rights and Social Justice It’s essential that LGBTQ+ matters are put
within the overall context of human rights. Protection against discrimination
based on sexual orientation is guaranteed under the South African
Constitution, and this can be the ethos for educators to educate that
LGBTQ+ people are as worthy of respect and dignity as anyone else.
Drawing from national and international equality and human rights
frameworks, educators can be at the forefront of discussion of justice, safety,
and belonging, promoting critical thinking and empathy.

Combat Stereotypes, Misconceptions, and Biases

Despite growing awareness, there are a variety of myths and stereotypes

surrounding LGBTQ+ individuals that exclude them. A few of these
misconceptions are that LGBTQ+ is a choice, that it is an indicator of
confusion or insanity, or that it can be excluded from school curriculum since
it is inappropriate. Most of these assumptions are rooted in misinformation,
cultural taboo, or limited exposure.

Classroom Activities to Counter Misconceptions:

1. Myth vs. Fact Discussions

Creating a myth vs. fact class activity allows the students to counter
stereotypes with facts-based information. For instance, a myth like Only boys
can marry girls can be contrasted with the fact that In most countries,
including South Africa, it is legal to marry regardless of the gender. These
activities help in developing critical thinking and teach the students how to
counteract harmful assumptions.

2. Guest Speakers and Story Sharing

Where relevant, and with careful preparation and permission, schools can
invite LGBTQ+ people or allies to deliver presentations about their lives.
Personal testimony engenders empathy, breaks down ignorance, and
demonstrates concrete applications of inclusivity. Teachers will need to
organize these to be conducted in a safe, respectful environment and with
reminders to students to uphold confidentiality and respectful listening.

3. The Gender bread Person Tool

The Gender bread Person is a wonderful pedagogical tool that

diagrammatically breaks down gender identity, gender expression, biological
sex, and attraction. It can be used in Life Orientation classes to teach pupils
that these factors are separate and are not necessarily linked in stereotypical
ways. It encourages nuanced understanding and dispels misunderstanding of
what it is to be transgender, gender nonconforming, or non-binary.

Conquering Challenges and Resistance

The teaching of LGBTQ+ issues in schools may create resistance from

parents, members of the community, or even other teachers. Resistance
usually arises from personal, religious, or cultural beliefs. Teachers should
conquer such challenges with professionalism, empathy, and an unwavering
commitment to the rights of students.

Teacher Strategies:

1. Refer to Policy and Legal Provisions

Teachers need to be informed of national policy such as the South African

Schools Act and the South African Constitution, both of which stress equality
and outlaw discrimination. Endorsement of these documents can strengthen
the argument for inclusive teaching and assuage stakeholders that such
content is legal as well as pedagogically sound.

2. De-emphasize Safety and Bullying Prevention

Inclusive education is not promoting an agenda but making all students feel
safe and respected. LGBTQ+ students are more likely statistically to be
bullied, have mental health issues, and become academically disengaged
due to exclusion. By framing LGBTQ+ education in the context of safety,
belonging, and respect, teachers are doing their duty to ensure students’
well-being.

3. Give Alternative Assignments (Where Possible)

In case of strident objection, schools can think through delivering alternative

learning activities to the affected pupils. Nevertheless, this should not
compromise inclusive teaching integrity. The message must be firm that
inclusion and anti-discrimination are school values non-negotiable, yet one
that is also respectful of various parent concerns.

4. Encourage Staff Development and Dialogue

Ongoing professional training is required. Gender and sexual diversity

workshops, webinars, and reading groups help teachers build confidence in
teaching this topic. It also generates a culture of collaboration and support
among staff. The school leaders need to be actively involved in turning
LGBTQ+ inclusiveness into a mainstream part of the school mission and
policies.

Creating inclusive and affirming school cultures for all students, including
LGBTQ+ students, is a legal and moral imperative. By employing respectful,
age-appropriate language; by adding diverse media; by undoing negative
myths; and by meeting resistance in a reflective manner, teachers can
promote the process of changing school culture to be one of acceptance and
empathy. LGBTQ+ issues are not political or extra—they are integral to a
comprehensive multicultural education for democratic and diverse
citizenship. As educators to be, our responsibility is to empower students
with the skills to celebrate, not to be afraid of, human difference.

ACTIVITY 2

Reflective Essay on Cultural Diversity Interview

Title: Learning from Difference: A Reflection on Cultural Exchange

South Africa is one of the most culturally diverse nations globally and is
notoriously referred to as the Rainbow Nation. This diversity makes it a fertile
ground for cross-cultural understanding, particularly in the educational sector
where students come from various cultural backgrounds. For the sake of this
assignment, I interviewed Ahmed, who is a Indian students. This was done
with the objective of comparing their cultural background with my own
Indian-South African background. This reflective essay explores the cultural
similarities and differences between us, our adaptation and assimilation
experiences, and how these learnings inform my development as a future
educator.

In doing this activity, I more clearly grasped how culture influences identity,
expression, and belonging in the context of schooling. The reflection also
challenged some assumptions I had and opened my eyes to the benefits of
implementing multiculturalism in the classroom.

Comparison of Cultural Practices, Traditions, and Values

To begin, I researched salient characteristics of both of our cultures according

to language, food, celebrations, and family roles.

| Aspect | Xhosa Culture (Mine) | Indian-South

Africa

| Language | IsiXhosa at home, English at school | Tamil at home,

English in public

| Food | Umngqusho (samp & beans), braais |Biryani, roti, and

curry

| Celebrations | Initiation (Ulwaluko), Heritage Day | Diwali, Pongal, and

prayers

| Family Roles | Respect for elders and Ubuntu | Joint family

structures, parental authority

I discussed how isiXhosa language serves as a chief constituent of our

identity. Home is where traditional language and values are preserved, while
English becomes the language of utility in more academic or formalized
settings. Ahmed also use Tamil at home, specifically with his older family
members, but use English at school and in social settings. This linguistic
dynamic was an intriguing reflection of how we both code-switch in
multilingual environments and constantly navigate between cultural spaces.

In terms of food and celebrations, I presented a strong connection between

shared food and culture, particularly in traditional ceremonies. I learned that
although our foods and dishes differ, the significance of shared eating and
celebrations is shared. Whether a Xhosa braai or a prayer and meal with the
family in my culture, both of these serve to reinforce identity and belonging.

Impact on Identity:

My reflections revealed that Ubuntu—a philosophy that puts a high value on

communal living and interdependence—is at the centre of their upbringing.
By contrast, Ahmed’s Indian-South African identity is shaped in an emphasis
on family honour, academic success, and religious practice. While our values
differ in kind, both cultures share a deep respect for tradition and
community.

One of the interesting similarities was the way storytelling played a

significant role in transmitting values and history. I talked of listening to
elders recite folktales and stories of ancestors, which reminded Ahmed of
how his grandparents used to tell them spiritual stories from Hindu epics to
guide their behaviour.

Assimilation and Cultural Identity

The conversation also addressed the fact that both of us had experienced
cultural assimilation in school and other places.

My Experience:

I discussed how from a young age they felt pressure to suppress their
cultural expression at school. Although we spoke isiXhosa at home, we
addressed people in English so as not to be judged or misunderstood by our
peers. We even shared an experience where we were teased for wearing
traditional beadwork to a school function. This had a lasting impact and
made us feel as if we had to hide part of who we were in order to fit in.

Ahmed’s Experience:

Similarly, Ahmed recalled how he felt embarrassed when his teacher

mangled his Tamil surname in front of the entire class. He felt shy to correct
people and shortened his name to avoid attracting attention to himself.
There were times when he avoided dressing in traditional clothes like sarees
during cultural days in school for fear of looking too different.

Insights on Cultural Adaptation:

These observations highlight how students alter or hide aspects of their
identity in a bid to fit into dominant cultural norms. Ahmed and I both lived
double lives—struggling to preserve our heritage at home while embracing
school norms for the sake of social acceptance. One observation that we
both agreed on is how school policies impact inclusivity. For example, schools
that allowed cultural dress or language support made a significant difference
to our confidence and sense of belonging.

Personal Growth and Challenged Assumptions

Before the interview, I held some unconscious assumptions about the Indian
culture, for example, associating it with traditional dance or music. Ahmed
opened my eyes to how rich Indian traditions are, particularly religious
respect and the fluidity of religion identity. I was intrigued in hearing about
how youth in their community merge personal belief systems with modern
forms of expression, such as the incorporation of Indian in telenovelas and on
social media.

This reflection also made me reconsider the idea of integration in schools.

While schools claim to promote diversity, integration often means that
students are supposed to adopt dominant norms. Inclusion needs to be about
accepting diverse backgrounds, not watering them down.

Key Takeaway:

Academic success and cultural pride are not mutually exclusive. When
students are permitted to own their heritage, they perform better
academically since they feel seen and valued.

Implications for My Teaching Practice

This interview really opened my eyes to what inclusive teaching would be. As
a future teacher, I am going to do the following:

1. Inclusive Curriculum:

I plan to integrate culturally responsive material into the curriculum. For

instance, when I teach storytelling units, I will teach Xhosa culture folktales
like The Lion and the Jackal alongside Indian stories from Panchatantra. This
way, diverse cultures are affirmed as literary skills are being taught.

2. Safe Spaces:
Creating classroom environments where students feel safe to express their
identities is crucial. Hosting a Cultural Exchange Day can allow students to
share clothing, food, language, and customs with one another in a positive
and supportive manner.

3. Policy Advocacy:

I will advocate for school policies embracing multilingualism, such as trans-

languaging—encouraging students to mix their home languages in academic
activities. It is an identity-affirming practice that enhances academic
understanding.

4. Self-Reflection and Growth:

As an educator, I must continually interrogate my own assumptions and

biases. Regular self-reflection and engagement with diverse communities will
render me a culturally responsive educator.

This interview was a deep learning experience that deepened my

appreciation of cultural diversity and the identity issues learners face in
negotiating multiple identities. Ahmed’s story mirrored my own, illustrating
how cultural difference could be a source of connection, rather than division.
As a prospective teacher in a multicultural society, I am committed to using
culturally sustaining pedagogies in creating classrooms where all learners are
visible, valued, and honoured. By embracing diversity in an active way, we
can make our schools real places of inclusion for learning and development.

Activity 3

https://youtu.be/Avy00LJhW44?si=7DezRQWClmaclVhk
References

1. Gino, Alex. _George_. Scholastic Press, 2015.

2. Richardson, Justin, and Peter Parnell. _And Tango Makes Three_.

Simon & Schuster Children's Books, 2005.

3. Bécasse, Julien. _Julian Is a Mermaid_. Dial Books for Young

Readers, 2018.

4. The Death and Life of Marsha P. Johnson. Directed by David

France, 2017.

5. The Constitution of the Republic of South Africa, 1996.

Government of South Africa.

6. South African Schools Act 84 of 1996. Government of South

Africa.
7. Mayo, C. (2017). "Queer and Trans Youth and the Politics of
Schooling." _