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Exploring the role of school leaders in creating inclusive environments for queer learners in rural secondary schools
Thesis (MEd)--Stellenbosch University, 2026.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2026
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| _version_ | 1867613801026682880 |
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| access_status_str | Open Access |
| author | Njilo, Banele |
| author2 | Feldman, Jennifer |
| author_browse | Feldman, Jennifer Njilo, Banele |
| author_facet | Feldman, Jennifer Njilo, Banele |
| author_sort | Njilo, Banele |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2026. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/136085 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:41:54.752Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/136085 Exploring the role of school leaders in creating inclusive environments for queer learners in rural secondary schools Njilo, Banele Feldman, Jennifer Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. Thesis (MEd)--Stellenbosch University, 2026. Njilo, B. 2026. Exploring the role of school leaders in creating inclusive environments for queer learners in rural secondary schools. Unpublished masters thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/2d8ec834-de61-40b2-843c-c05fe077e482 This study examined the role of school leaders in fostering inclusive learning environments for Queer learners in rural secondary schools in the Eastern Cape province of South Africa. Despite South Africa’s progressive constitutional and policy framework, Queer learners in many rural contexts continue to experience marginalisation, discrimination, and at times even violence rooted in entrenched religious, cultural, and heteronormative beliefs. The research aimed to investigate how rural school leaders enact policies to promote inclusivity, the leadership practices adopted to create safe and affirming school spaces, and the expectations placed on teachers in supporting the inclusion and well-being of Queer learners. The study adopted a qualitative research design, situated within an interpretivist paradigm. Three rural secondary schools in the Alfred Nzo West District were purposively selected. Semi-structured interviews were conducted with school principals and focus group discussions were held with Life Orientation teachers. Data were thematically analysed using Ball, Maguire and Braun (2012) theory of policy enactment as the guiding theoretical framework. Included in the policy framing used is the work of Braun, Ball, Maguire and Hoskins (2011). This lens enabled me to explore how school leaders interpret, translate, and enact education policies in relation to the inclusion of Queer learners within specific situated, professional, material, and external contexts as found in schools in diverse environments. The findings from the study revealed that none of the participating schools had formal school policies addressing the inclusion or protection of Queer learners. School leaders expressed limited knowledge regarding the necessity for these policies in their school context, or how to enact existing legislation or guidelines in their school contexts. Ingrained religious and traditional values within rural communities emerged as significant influences that shaped the school culture and beliefs managed by the principal as the school leader, constraining policy enactment in each school. Teachers and principals often conflated inclusivity with moral or religious discourse, resulting in the reinforcement of heteronormative norms and the silencing of Queer identities in the schools. Participants also identified the absence of targeted professional development on gender and sexual diversity, alongside the lack of institutional support and clear departmental directives, as reasons why certain decisions are made regarding the inclusive nature of the school with regard to Queer learners. The study concluded that although the legislative framework in South Africa provides a solid foundation for inclusion, its enactment at school level remains inconsistent and limited, particularly in rural areas where socio-cultural conservatism tends to dominate. The research recommends that more proactive measures are taken by the Department of Basic Education to develop contextsensitive guidelines and training programmes to equip school leaders and teachers with the knowledge and confidence to promote Queer-inclusive education. It also calls for wider engagement with school governing bodies, parents and school communities to challenge prejudice and build collective responsibility for inclusive schooling to ensure that schools are safe and inclusive for all learners, including those who identify themselves as Queer. Further research across diverse districts is suggested to deepen understanding of how contextual factors mediate the implementation of inclusive education for Queer learners in South Africa. Masters 2026-04-22T08:03:36Z 2026-04-22T08:03:36Z 2026-03 Thesis https://scholar.sun.ac.za/handle/10019.1/136085 en Stellenbosch University 133 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Njilo, Banele Exploring the role of school leaders in creating inclusive environments for queer learners in rural secondary schools |
| title | Exploring the role of school leaders in creating inclusive environments for queer learners in rural secondary schools |
| title_full | Exploring the role of school leaders in creating inclusive environments for queer learners in rural secondary schools |
| title_fullStr | Exploring the role of school leaders in creating inclusive environments for queer learners in rural secondary schools |
| title_full_unstemmed | Exploring the role of school leaders in creating inclusive environments for queer learners in rural secondary schools |
| title_short | Exploring the role of school leaders in creating inclusive environments for queer learners in rural secondary schools |
| title_sort | exploring the role of school leaders in creating inclusive environments for queer learners in rural secondary schools |
| url | https://scholar.sun.ac.za/handle/10019.1/136085 |
| work_keys_str_mv | AT njilobanele exploringtheroleofschoolleadersincreatinginclusiveenvironmentsforqueerlearnersinruralsecondaryschools |