The use of drawings to explore LGBT youths’ access to HIV education in life orientation

In this article we examine how a minority sexual identity group of learners considered being LGBT acquire HIV education information in life orientation. We further explore how this group navigate within the discussions that follow. South Africa is a democratic country and all learners are equal and should benefit from education irrespective of their sexual orientation. However, research has indicated that, since schools are heteronormative in nature, such a minority group is being marginalised due to biases in schools – especially when it comes to the teaching and learning of HIV/AIDS and sexuality education in life orientation. These biases lead to these learners with diverse sexual orientations leaving schools ill-equipped on issues of sexual health and human rights. We collected data using purposive sampling from 7 participants – 3 lesbian and 4 gay students who shared their narratives through draw-and-tell and focus-group interviews. Four themes emerged from the draw-and-tell and focus-group interviews: telecommunication and television, church as an agent of societal plight, the school as a socialisation agent and common experiences and tastes and trust (friendship). The study was grounded in empowerment theory as it encourages participants to question and challenge existing beliefs and take action to address social, economic and political inequalities. The findings reveal that sexuality education is not taught in schools due to a lack of adequate knowledge on the part of teachers, and ignorance and stereotyping of gender and sexuality. We learnt that gender sexual diversity is silenced in schools and silence perpetuates compulsory heteronormativity in schools. We recommend that LGBT issues should be incorporated in the curricula for educator training (Msibi, 2011).