Understanding Gender and Sexual Diversity in Undergraduate and Postgraduate Programmes Using Queer Theory

Abstract

Since 1994, South Africa's government has prioritised transforming society, especially educational institutions. Contributing towards transformation can occur through the formal curricula of a higher education institution. That said, exploring how higher education curricula promote the transformation of gender and sexual diversity outside of the confinements of heterosexuality to contribute to equality, diversity, and inclusion (EDI) is essential. However, it necessitates a suitable theoretical framework to understand how themes on gender and sexual diversity have been included in module contents. Seven premises of queer theory have been identified and explained to understand the inclusion of themes on gender and sexual diversity in module contents of undergraduate and postgraduate programmes. Findings that emanated from this book chapter include (among others) that greater representation of all members of society in module contents necessitates that educators be aware of how their beliefs about gender and sexual diversity oppress and exclude LGBTIQ+ students in their classrooms.