While notions of family and community are being expanded, challenged, and reimagined within the lesbian, gay, bisexual, and transgender (LGBT+) community, so has the meaning of alternative kinship and diverse expressions of belonging in sub-communities such as LGBT+ learners with visual impairment (LVI). As LGBT+ LVI spend around 9 months of the year living in residential schools for the blind (SFB), this socio-educational space becomes a crucial space for them to find family, care, and support from those who understand their differences. This study sought to find out how teachers fostered inclusivity (i.e., family, care, and support) for LGBT+ LVI living in residential SFB. Thirty South African teachers from five different SFB were conveniently sampled to participate in five separate focus group discussions. While data were thematically analysed, Bronfenbrenner's Ecological Systems Theory underpinned this study. With the school ecology in mind (e.g., parents, other teachers, learners, school managers, hostel caretakers), teachers reported experiences of exclusion from the above, while simultaneously sharing instances of advocacy, affirmation, and acceptance from the above agents, which further contributed to LGBT+ LVI’s resilience. Recommendations to promote inclusion for LGBT+ LVI are provided with the entire schooling environment in mind.

Authors:
Lindokuhle Ubisi, University of South Africa, South Africa

About the Presenter(s)
LINDOKUHLE UBISI (PhD) is a Senior Lecturer in the Department of Psychology at the University of South Africa. His research interests are within the psychology of sexual minorities, including the sexuality of children, LGBT+, and disabled persons.

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