Intersectional Dynamics of Culture, Religion, Politics and Sexual Diversity Within the Namibian Inclusive Educational Context

Abstract

Abstract This book chapter offers an exploration of the intersections of politics, culture, religion and sexual diversity and their implication for inclusion for lesbian, gay, bisexual, transgender, queer, intersex and asexual learners in Namibian schools. This chapter is underpinned by the theory of intersectionality and follows a qualitative approach to research. Data were collected through focus group interviews with 20 mainstream school in-service teachers. A thematic analysis of data revealed supportive and opposing views among teachers regarding sexual diversity and the inclusion of lesbian, gay, bisexual, transgender, queer, intersex and asexual learners in schools. The chapter concludes that the intersecting layers of religion, politics and cultural views on sexual diversity have negative implications for inclusion of lesbian, gay, bisexual, transgender, queer, intersex and asexual learners. The chapter further concludes that to realise inclusion for lesbian, gay, bisexual, transgender, queer, intersex and asexual learners within schools, it is crucial to promote equity for all learners and create inclusive spaces where they can thrive and learn. Therefore, the chapter recommends for Ministry of Education, Innovation, Youth, Sport, Arts and Culture to establish and incorporate sexual diversity awareness-raising initiatives into in-service teacher training, which are crucial for positive societal attitudes towards lesbian, gay, bisexual, transgender, queer, intersex and asexual learners.