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Teachers' perceptions of creating supportive school environments for children from same-sex parented families
Dissertation (MEd)--University of Pretoria, 2016.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2017
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| _version_ | 1867613505237024768 |
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| access_status_str | Open Access |
| author2 | Lubbe-De Beer, Carien |
| author_browse | Lubbe-De Beer, Carien |
| author_facet | Lubbe-De Beer, Carien |
| collection | Thesis |
| dc_rights_str_mv | © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2016. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/60985 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:12.912Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/60985 Teachers' perceptions of creating supportive school environments for children from same-sex parented families Lubbe-De Beer, Carien vtosi@vodamail.co.za Tosi, Vanessa Doris UCTD Culturally responsive pedagogy Foundation phase teachers Same-sex parented families Supportive school environments Inclusive education School environments Heteronormativity Teacher perceptions Diversity LGBTQ+ Classroom inclusion Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Dissertation (MEd)--University of Pretoria, 2016. The purpose of this study was to explore foundation phase teachers' perceptions of the way in which supportive school environments are being created for children from same-sex parented families. It focused specifically on how foundation phase teachers perceive their role in accommodating, including, and positively representing the same-sex parented family in their classroom practice. Current literature highlights the negative experiences of homophobia and heteronormativity in schools, together with the need to create more supportive school environments for children from samesex parented families. The increasing prevalence of same-sex parented families in South Africa has created the need for extended research in this regard, and yet there is a gap in national literature on the school experiences of children from this nontraditional minority family form. Foundation phase teachers play a central role in teaching their young learners to accept and celebrate diversity. However, no research has been done in South Africa to explore foundation phase teachers' perspectives on their role in interrupting heteronormativity in their schools and classrooms. This study was approached from an interpretive paradigm and qualitative methods were employed to collect and analyse the data. Individual interviews were conducted with four foundation phase teachers, and interpretive thematic data analysis techniques were used to analyse the data. Culturally responsive pedagogy was used as a framework to explore barriers to inclusion, and to recommend ways in which foundation phase teachers in South African schools can be supported in creating safe, positive and counter-heteronormative school environments for children from same-sex parented families. es2026 Educational Psychology MEd Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-10: Reduced inequalities 2017-06-08T13:07:13Z 2017-06-08T13:07:13Z 2017-04-25 2016 Dissertation Tosi, VD 2016, Teachers' perceptions of creating supportive school environments for children from same-sex parented families, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/60985> A2017 http://hdl.handle.net/2263/60985 en © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Culturally responsive pedagogy Foundation phase teachers Same-sex parented families Supportive school environments Inclusive education School environments Heteronormativity Teacher perceptions Diversity LGBTQ+ Classroom inclusion Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Teachers' perceptions of creating supportive school environments for children from same-sex parented families |
| title | Teachers' perceptions of creating supportive school environments for children from same-sex parented families |
| title_full | Teachers' perceptions of creating supportive school environments for children from same-sex parented families |
| title_fullStr | Teachers' perceptions of creating supportive school environments for children from same-sex parented families |
| title_full_unstemmed | Teachers' perceptions of creating supportive school environments for children from same-sex parented families |
| title_short | Teachers' perceptions of creating supportive school environments for children from same-sex parented families |
| title_sort | teachers perceptions of creating supportive school environments for children from same sex parented families |
| topic | UCTD Culturally responsive pedagogy Foundation phase teachers Same-sex parented families Supportive school environments Inclusive education School environments Heteronormativity Teacher perceptions Diversity LGBTQ+ Classroom inclusion Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/60985 |