The Continued Absence of the LGBTIQA+ Community in School History Textbooks in Post-Apartheid South Africa

<!DOCTYPE html> <html lang="en-US" xml:lang="en-US"> <head> <meta charset="utf-8"> <meta name="viewport" content="width=device-width, initial-scale=1.0"> <title> The Continued Absence of the LGBTIQA+ Community in School History Textbooks in Post-Apartheid South Africa | Yesterday and Today </title> <meta name="generator" content="Open Journal Systems 3.3.0.11"> <link rel="schema.DC" href="http://purl.org/dc/elements/1.1/" /> <meta name="DC.Creator.PersonalName" content="Paul Maluleka"/> <meta name="DC.Creator.PersonalName" content="Sarah Godsell"/> <meta name="DC.Date.created" scheme="ISO8601" content="2024-08-21"/> <meta name="DC.Date.dateSubmitted" scheme="ISO8601" content="2024-08-21"/> <meta name="DC.Date.issued" scheme="ISO8601" content="2024-08-21"/> <meta name="DC.Date.modified" scheme="ISO8601" content="2024-08-21"/> <meta name="DC.Description" xml:lang="en" content="School history textbooks in South Africa are essential teaching and learning materials for most history teachers and learners, because&nbsp; they are often the only materials used to engage with the past. These textbooks are also considered to contribute to the construction of&nbsp; an ideal citizenry, as well as fostering national identity, unity, and reconciliation (Bertram and Wassermann 2015; Bam, Ntsebeza and Zinn&nbsp; 2018). However, our concern is that while textbooks appear to be used to construct an ideal citizenry who is supposed to have reconciled and united into one national identity, there also appears to be a concerted effort to exclude, within both the written and visual&nbsp; texts of the textbooks, those South Africans who identify as Lesbian, Gay, Bisexual, Transgender, Intersex, Queer/Questioning, Asexual, and many other identities (LGBTIQA+). Through abyssal and post-abyssal epistemology as our theoretical frameworks, and critical&nbsp; discourse analysis as our tool of analysis we were able to investigate how four history textbooks across four grades within the Senior and&nbsp; Further Education and Training phase that we purposively and conveniently sampled continue to exclude LGBTIQA+ contributions and&nbsp; experiences within the knowledge base of the school history curriculum, despite the pivotal role some played during the struggle against&nbsp; apartheid. We have since concluded that the erasure of the LGBTIQA+ community amounts to another dehumanising act against this&nbsp; group of people that is epistemic, existential, and ontological in nature. We also argue that this act denies all history teachers and&nbsp; learners, irrespective of their sexual orientations, the opportunity to engage with diverse historical contributions and experiences of all&nbsp; South Africans.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;"/> <meta name="DC.Format" scheme="IMT" content="application/pdf"/> <meta name="DC.Identifier" content="276682"/> <meta name="DC.Identifier.pageNumber" content="37-61"/> <meta name="DC.Identifier.URI" content="https://www.ajol.info/index.php/yt/article/view/276682"/> <meta name="DC.Language" scheme="ISO639-1" content="en"/> <meta name="DC.Rights" content="Copyright (c) 2024 Editorial Advisory Board of Yesterday&Today."/> <meta name="DC.Rights" content="https://creativecommons.org/licenses/by/4.0"/> <meta name="DC.Source" content="Yesterday and Today"/> <meta name="DC.Source.ISSN" content="2223-0386"/> <meta name="DC.Source.Issue" content="1"/> <meta name="DC.Source.Volume" content="31"/> <meta name="DC.Source.URI" content="https://www.ajol.info/index.php/yt"/> <meta name="DC.Subject" xml:lang="en" content="Abyssal Epistemology; History textbooks; HMTT; LGBTIQA ; South Africa; School history."/> <meta name="DC.Title" content="The Continued Absence of the LGBTIQA+ Community in School History Textbooks in Post-Apartheid South Africa"/> <meta name="DC.Type" content="Text.Serial.Journal"/> <meta name="DC.Type.articleType" content="Articles"/> <meta name="gs_meta_revision" content="1.1"/> <meta name="citation_journal_title" content="Yesterday and Today"/> <meta name="citation_journal_abbrev" content="Y&T"/> <meta name="citation_issn" content="2223-0386"/> <meta name="citation_author" content="Paul Maluleka"/> <meta name="citation_author" content="Sarah Godsell"/> <meta name="citation_title" content="The Continued Absence of the LGBTIQA+ Community in School History Textbooks in Post-Apartheid South Africa"/> <meta name="citation_language" content="en"/> <meta name="citation_date" content="2024/08/21"/> <meta name="citation_volume" content="31"/> <meta name="citation_issue" content="1"/> <meta name="citation_firstpage" content="37"/> <meta name="citation_lastpage" content="61"/> <meta name="citation_abstract_html_url" content="https://www.ajol.info/index.php/yt/article/view/276682"/> <meta name="citation_keywords" xml:lang="en" content="Abyssal Epistemology; 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These textbooks are also considered to contribute to the construction of聽 an ideal citizenry, as well as fostering national identity, unity, and reconciliation (Bertram and Wassermann 2015; Bam, Ntsebeza and Zinn聽 2018). However, our concern is that while textbooks appear to be used to construct an ideal citizenry who is supposed to have reconciled and united into one national identity, there also appears to be a concerted effort to exclude, within both the written and visual聽 texts of the textbooks, those South Africans who identify as Lesbian, Gay, Bisexual, Transgender, Intersex, Queer/Questioning, Asexual, and many other identities (LGBTIQA+). Through abyssal and post-abyssal epistemology as our theoretical frameworks, and critical聽 discourse analysis as our tool of analysis we were able to investigate how four history textbooks across four grades within the Senior and聽 Further Education and Training phase that we purposively and conveniently sampled continue to exclude LGBTIQA+ contributions and聽 experiences within the knowledge base of the school history curriculum, despite the pivotal role some played during the struggle against聽 apartheid. We have since concluded that the erasure of the LGBTIQA+ community amounts to another dehumanising act against this聽 group of people that is epistemic, existential, and ontological in nature. We also argue that this act denies all history teachers and聽 learners, irrespective of their sexual orientations, the opportunity to engage with diverse historical contributions and experiences of all聽 South Africans.聽聽聽聽聽</p> </div> </div> </section> </div> </div> </article> </div> </main>  <div class="modal fade" id="donateModal" tabindex="-1" role="dialog" aria-labelledby="myModalLabel"> <div class="modal-dialog" role="document"> <div class="modal-content"> <div class="modal-header"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> <h4 class="modal-title" id="myModalLabel">Donate</h4> </div> <div class="modal-body"> <p>AJOL is a Non Profit Organisation that cannot function without donations. AJOL and the millions of African and international researchers who rely on our free services are deeply grateful for your contribution. 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