SARChI Chair in Sexualities, Genders and Queer Studies

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http://hdl.handle.net/20.500.11837/3266
The SARChI Chair in Sexualities, Genders and Queer Studies collection in DSpace at the University of Fort Hare provides access to the scholarly and research outputs of the Chair, including research publications, conference papers, and other academic materials. Established under the South African Research Chairs Initiative (SARChI), the Chair promotes advanced research, teaching, and public scholarship in the fields of sexualities, gender studies, and queer theory. Its work critically examines questions of identity, embodiment, power, equality, and social justice, with a particular focus on African and Global South contexts. Through interdisciplinary collaboration and community engagement, the Chair contributes to transforming knowledge production and advancing inclusive and emancipatory scholarship. By preserving and disseminating these resources, the collection supports teaching, learning, and research, while fostering critical dialogue and advocacy around gender and sexual diversity.

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Browsing SARChI Chair in Sexualities, Genders and Queer Studies by Subject "Rural University"

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    Do we have the right to call ourselves an inclusive university? Untold stories of queer students at a rural university in Eastern Cape Province, South Africa
    (SAGE Publications, 2023) Chitsamatanga, Bellita Banda
    Ruraqueer students constantly experience higher levels of victimization, and negative university experiences than their urban and suburban peers. Further, rural students have limited access to university resources while, queer events and workshops related to queer community, as well as university-based ongoing activities to support positive sexuality and gender identity development are scanty. This has been worsened by extant research written from an ‘outsider’ perspective lacking breadth and depth of experiences of queer students especially in rural universities from an African perspective. Anchored on a qualitative approach using purposive sampling, in depth semi-structured interviews were conducted in this study with eight under and postgraduate students who identified as queer. Emerging themes show how rurality intersects with actual or perceived sexual orientation, gender identity or sex characteristics of queer students in university spaces. Findings challenge the homogenization of university residencies; non-inclusive LGBTQ curricular; university environment that remains homophobic and how traditional, cultural and societal norms contribute to queer students sense of belonging. Implications suggest inclusive teaching and learning and ongoing awareness programmes that acknowledge diversity and enhance visibility of students with intersecting marginalized identities.