3. Electronic Theses and Dissertations (ETDs) - All submissions

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Browsing 3. Electronic Theses and Dissertations (ETDs) - All submissions by Department "Department of Critical Diversity Studies"

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    Negotiating post migration identities: the intersectional experiences of black lesbian immigrants in Johannesburg, South Africa
    (2021) Ngwenya, Lindile Nontobeko
    The aim of this study was to investigate the intersectional experiences of black lesbian immigrants living in Johannesburg, South Africa. Research often looks at the experiences of black lesbian immigrants in the context of broader LGBTQ experiences or addresses lesbian identities as singular rather than intersectional. Carrying several subordinate identities (for example gender, racial, nationality etcetera) positions one within an intersectional invisibility. This rank relegates black lesbian immigrants to a culturally unseen role that can have consequences for their well-being and social integration. Due to COVID-19 lockdown restrictions, individual, semi-structured and in-depth interviews were conducted via WhatsApp, phone calls, Skype and Zoom with 11 lesbian immigrants aged 18-65 years. Thematic analysis was used to analyse data. Research findings demonstrate that divisions within the society based on gender, religion, ethnicity, sexuality and class do not exist independently from one another but rather interrelate and interact, resulting in systematic social inequalities. These intersecting challenges include challenges around documentation, stigmatization in public spaces, discrimination at workplaces, physical abuse, emotional torture and sexual assault.
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    Unravelling the power relations in high school sexuality education text: who is represented?
    (2021) Rossouw, Jane
    A continuous challenge in post-apartheid SA is the construction and teaching of sex and sexuality in school to be aligned with diversity, inclusion and social transformation. The objective of this research was to determine how sex and sexuality content is represented in SA high school textbooks, focusing specifically on the learning areas of Life Orientation and Life Sciences. Although not as extensively examined as Life Orientation regarding sex and sexuality education, Life Sciences was included in this study as it does contain sex education content, specifically that related to reproduction. The purpose of examining the two subjects was to determine how, collectively, these subjects represent sex and sexuality. A critical discourse analysis of the textbooks for both learning areas revealed a common theme of epistemic ignorance- a notion that the text claims diversity, inclusivity and social transformation, yet actively reproduces hegemonic narratives of heteronormativity and christonormativity, and the expectation of students to be contributing members of a heteronormative and christonormative society.
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