Gender normativity in education : implications on teacher-learner relationships in King Cetshwayo District rural schools

Abstract

This qualitative research study explored gender normativity and its implications for teacher-learner relationships in rural schools in the King Cetshwayo District of the KwaZulu-Natal province in South Africa. Semi-structured, in-depth interviews were conducted with 14 teachers to gain a deeper understanding of their perceptions of gender. This research employed Judith Butler’s theory of gender performativity and the intersectionality theoretical framework to examine how teachers’ perceptions of gender were shaped and how these perceptions influenced their expectations for gender performance and their daily interactions with gender-nonconforming learners in rural school settings. The study found that teachers’ relationships with gender-nonconforming learners were strained due to traditional stereotypical gender performance expectations and the negative reactions of most teachers to scenarios involving gender nonconformity. The study makes recommendations aimed at changing teachers’ perceptions of gender to promote positive teacher-learner relationships within school environments and to enhance the creation of safe learning spaces that accommodate all learners, regardless of their gender differences.