Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal International Journal of Humanity Studies (IJHS) International Journal of Humanities, Education, and Social Sciences
Brown, Anthony
Unknown Affiliation
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Transgender Students’ Responses to Systemic Stressors in South African Universities Buthelezi, Johannes; Brown, Anthony
International Journal of Humanities, Education, and Social Sciences Vol 3 No 2 (2025): International Journal of Humanities, Education, and Social Sciences
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijhess.v3i2.5293

Abstract

This paper explores the retorts of students with transgender identities towards structural exclusion in institutions of higher learning. This cohort of student’s studies and reside in spaces that are suppressive, oppressive and marginalising for them. These and similar institutions of higher learning do not affirm inclusion and diverse gender diversity among student populations. For this reason, these transgender students are obligated to retort against these structural exclusions. This study is interested in finding out how students with transgender identities navigate through institutions of higher learning in pursuit of inclusivity. Eight participants who identify themselves as transgender students were sampled using a purposive sampling method. To comprehend their realities, a phenomenological approach is utilised through the adoption of an arts-based approach to collect data. Content data analysis is suitable to assess the reliability and validity of the raw data collected for this study. Furthermore, the minority stress theory (MST) underpins this study. The theory brings understanding of the impact of distal and proximal stressors caused by structural exclusions in the lives of students with transgender identities at institutions of higher learning. The findings of the study revealed that students with transgender expressions are excluded, discriminated and ‘othered’ because institutions of learning are characterised by direct and structural discrimination known as heterosexism. This article argues that the system is silent (or silencing) about the needs of students with transgender identities. These experiences create distal and proximal stressors that affect the well-being and academic work of transgender students. Therefore, radical transformation should be prioritised to ensure that institutions of learning are safe and inclusive spaces for all students.
‘MY ANCESTORS WERE DISPLEASED WITH ME’ – CHILDHOOD EMBODIMENT OF VARIANT INTERSEX DEVELOPMENTS IN SOUTH AFRICA Brown, Anthony
International Journal of Humanity Studies (IJHS) Vol 9, No 1 (2025): September 2025
Publisher : Sanata Dharma University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijhs.v9i1.11921

Abstract

South Africa constitutionally promotes affirmative gender and sexual diversity education, but the curriculum assumes normative bodies with binary classifications of external genitalia. Children born with intersex development present variant chromosomal, gonadal, or genitalia that deviate from the norm. Lensed through the Theory of Unintelligibility, these bodies are seen as ambiguous and derogatively labelled as hermaphrodites or Disorders of Sex Development (DSD), making them incapable of integration into socio-educational environments. This phenomenological study explores how young adults born with variant intersex characteristics learned about and embodied their sexual identity during their school years, using in-depth interviews with six participants selected with the support of Intersex South Africa. The evidence shows that participants lived in confusion for a large part of their childhood due to frequent hospital visits, examinations, surgeries, and family reactions without explanation. Learning about male and female bodies at school confirmed the messages about their abnormal bodies, resulting in self-hate and isolation. There is a need for child psychology services to support medical professionals, families, and educators in addressing variant intersex developments, providing trauma therapy for children, and including intersex development alongside normative sex development in sexuality education and awareness.
Co-Authors Buthelezi, Johannes