Essay on Championing Equality: Gender Justice and Social Inclusion in South Africa

Introduction

As an employee working for a non-governmental organization that enforces social justice in the South African community, gender equality is essential. Beattie et al. (2018) defined gender as a person's identity in terms of male, female, or another sex. An individual can transition from one biological gender to another (Beattie et al., 2018). Wasserman (2008) portrayed the term rights as the laws that people should follow in a legal or ethical system to experience liberation. The young generation needs to understand their privileges to accept themselves and others (Wasserman, 2008). Shefer et al. (2006) mentioned that social justice is a concept that insinuates the fact that all community members should receive equal rights in various fundamentals of life, such as political and social.

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Depending on gender lenses, we make sense of what we see and what exists, and this same lens shapes the way we perceive, conceive, and discuss social reality. A vital education principle of ubuntu is respecting others' human dignity, treating and respecting others as human beings, group solidarity, human interdependence, caring, and sensitivity to others' needs (Psychological Society of South Africa, 2017).

Understanding and Teaching Sexual Diversity in Schools

Peel and Riggs (2016) indicated that sexual diversity sums up various social groups in terms of gender and sexuality. The LGBT is an acronym representing the intersex community that comprises the minority sexual orientations (Peel & Riggs, 2006). It entails individuals who are lesbians, gay, bisexual, or transgender. Understanding sexual diversity in Schools from the South African framework as a democratic society is crucial, as it will enhance a positive learning environment and bring about a sense of security for students. Schools that have anti-harassment and non-discrimination policies, inclusive curricula, and support staff can have a significant positive impact on students and their families' experiences. For example, school and community engagement, and emotional also physical wellbeing (Psychological Society of South Africa, 2017). Sexual diversity is present at schools hence the need to address it inclusively. Students who are bisexual, gay, lesbian, or queer, get questioned about their sexuality. Transgender (BGLQT) or have BGLQT family members learn to feel afraid and ashamed in schools because these homophobic and transphobic behaviors are tolerated and even perpetuated by school personnel (Psychological Society of South Africa, 2017). Under normal conditions, learning institutions provide sex knowledge based on cisgender people leaving behind minority sex groups or people with no gender conformity. It indicates that they do not acquire information relevant to their orientation, which tends to affect their sex life. It increases their risk of contracting sexually transmitted infections or HIV/AIDS at an early age. The inclusion of non-conforming gender groups into sex education classes can help transition people's attitudes and ways of thinking among South African children to become positive (Psychological Society of South Africa, 2017). Individuals can get the opportunity to understand that everyone is different and people should accept each other. It can facilitate the growth of the students' self-esteem and also the sense of social unity and freedom. The concept of teaching more on the aspect of gender during life skills lessons can provide learners with professional knowledge on the matter to eradicate common myths and misconceptions promoting social inequality (Francis, 2017).

Educators need to understand sexual diversity to eradicate this form of bias and facilitate change that will improve students' emotional and physical health (Francis, 2017). As noted, above many students feel ostracized and isolated in schools and this has a long-term negative impact on their physical as well as emotional well-being. Once teachers understand sexual diversity in the curriculum, they will be able to provide long-terminating students techniques to promote development in their welfare. It can result in less biased behaviors and harassment. A study indicated that students reported less harassment and stronger feelings of school safety when teachers stopped name-calling. The educator should indulge in honest conversations with LGBT members to ensure that they share their experiences to promote learning concerning real-life contexts.

Non-conforming Gender Identities

Francis (2017) mentioned that over the years, more studies got carried out on the concept of gender and sexual orientation differences among South African students. The study showed that LGBT members face diverse challenges (Francis, 2017). As homophobia is learned in different cultures, it encourages the youth to lack tolerance on the issue of non-conformity gender. The aspect of homophobias in school promotes straight and cisgender people to become bullies who express their ideas through harsh words (Meyer, 2020). It can lead to sex fluid students to get involved in drug abuse or even committing suicide. It is because students who are targeted for this form of harassment at high risk for drug abuse, dropping out, and suicide. The other long-term adverse effects on students include a decrease in academic excellence also rises dropout incidents. Meyer (2020) showed that implementing strategies that enforce sexual diversity facilitates social acceptance in diverse classrooms. But the aspect of imposing regulations that punish bullies can illustrate to them the wrongness in their doings since it can lead to severe consequences such as expulsion from the academic facility.

Sexual Orientation

It is determined at a very young age, and it is influenced by upbringing and environment. However, some experts argue that it is caused due to biological, genetic, and hormonal factors (Brown et al., 2017). It is vital to note that infective sexual awareness can impose negative impacts on the young generation. It indicates that non-conforming gender identities should not be entailed during inaccurate sex education. It promotes the sense of misleading students prompting uneasiness and confusion.

The idea of teaching students about sexual orientation can encourage them to become active at a tender age. It prompts liberalization, which makes the youth to be eager and get tempted to experience the act. Individuals can get a chance to learn more about their preferences, which can trigger urges that can further lead to becoming sex addicts that facilitate immorality and the spread of HIV in South African society (Naidoo et al., 2015). The educator should provide several measures for preventing sexually transmitted infections, except for abstinence. Most people ignore the strategy; thus, the instructor should introduce condoms for young students to avoid getting early pregnancies or chronic disorders such as gonorrhea (Naidoo et al., 2015). Scholars should undergo comprehensive training to be aware of the diverse sexual orientations and include them during life skill lessons. Brown et al. (2017) indicated that the misuse of government funds hinders the execution of awareness to create gender equality in African countries.

Sex Education Inclusion in Primary and Secondary School Education

South Africa became a democratic country in 1994 (Shelfer, 2002). The fights against gender inequality were only recognized and legitimized after the liberation of the state. The South African government introduced the Equality Act in 2000, which comprises of protecting people's social rights in terms of gender and sex (Shelfer, 2002). But there are still social inequality practices getting executed in South Africa such as rape and gender-based violations. Graaff and Heinecken (2017) indicated an increase in violence against women due to high levels of masculinity in the community. Men tend to eat their wives during disagreements, which leads to severe injuries or death. The reading also illustrates that the possible solution to the issue is to stop regularizing the aspect of physical attacks toward the female community (Graaff & Heinecken, 2017). However, the effective technique is to provide teachings and guidelines to males to reduce the number of domestic viciousness recorded in a year (Mannell & Dadswell, 2017).

Buiten and Naidoo (2016) mentioned that South Africa has one of the highest rape cases recorded in a year. It illustrates that there is a need for effective regulations to impact the aspect of gender inequality to eradicate the form of immorality. The study showed that experts should change the mindset of history to effect a change in the trend of the rate of rape in the community (Buiten & Naidoo, 2016). The strategy cannot be useful since it is the rapist who should receive comprehensive information to understand the vicious act's negative impacts. The government should set strict regulations such as lengthy jail sentences, to discourage people from violating women's bodies (Mannell & Dadswell, 2017).

Conclusion

In conclusion, the paper focuses on the aspect of social equality by identifying the challenges that people within minority communities face in South Africa. The study evaluated sexual diversity among learners in the South African context. Gender equality is a fundamental human right for all citizens since it allows people to respect each other and live in harmony. Educators need to introduce strategies such as improvising the use of life skills lessons to each other on the importance of social fairness. It ensures that the next generation can enforce equality and eradicate the aspect of exclusion and unfair distribution of resources. The investigation identified the adverse effects of teaching young students on sexual orientation. The research mentioned the social violations presented in South African society, such as domestic violence and rape.

Reference

Beattie, M., Lenihan, P., Dundas, R., & Sanderson, C. (2018). Counselling skills for working with gender diversity and identity (Ch. 3-7). Jessica Kingsley Publishers https://www.bookdepository.com/Counselling-Skills-for-Working-with-Gender-Diversity-Identity-Michael-Beattie/9781785927416

Brown, L, E., Craven, G, R., McLean, A, G. (2017). Global perspectives on gender and sexuality in education raising awareness, fostering equity, advancing justice. Raising Awareness, Fostering Equity, Advancing Justice.https://www.infoagepub.com/products/Global-Perspectives-on-Gender-and-Sexuality-in-Education

Buiten, D., & Naidoo, K. (2016). Framing the problem of rape in South Africa: Gender, race, class and state histories. Current Sociology, 64(4), 535–550. https://journals.sagepub.com/doi/abs/10.1177/0011392116638844

Francis, D. A. (2017). Homophobia and sexuality diversity in South African schools: A review. Journal of LGBT Youth, 0(0), 1-21. https://www.tandfonline.com/doi/abs/10.1080/19361653.20...