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Background: This paper describes findings from research conducted on students who participated in a service-learning course in South Africa. Objective: The study aimed to understand how participants constructed their experiences of service-learning and to interrogate their emotional investments in these constructions. Method: Data were collected and analyzed using a psychosocial methodology, consisting of discursive and psychoanalytic readings of interview transcripts, reflective journal entries, and researcher field notes. Results: The discursive findings focus on how participants employed liberal traditional learning discourses to construct service-learning as linear resulting in subject positions that reinforced prejudices and the power structures supporting these. A psychoanalytic reading of the data suggests that participants invested in these constructions to defend against their own anxiety related to uncertainty and guilt about privilege in an unfamiliar context. Conclusion: Students invest in liberal traditional discourses of service-learning for defensive reasons, which can be understood as arising from the intersubjective and social context in which the service-learning takes place. Teaching Implications: Recognizing prejudice as emanating from anxiety generated by the affective work required for service-learning means thinking creatively about how to both contain and allow this affective work to take place in service-learning activities. [ABSTRACT FROM AUTHOR]

There is a critical need for sex, sexuality and relationships education to be LGBTQI inclusive. Numerous studies, internationally and in South Africa, highlight this need but what constitutes an inclusive curriculum has not been sufficiently addressed. This paper seeks to advance this conversation by imagining a curriculum beyond compulsory heterosexuality and considers what knowledges and practices are necessary for the South African context. To do this, the authors consider the corpus of research about how sexualities are characterized in schooling generally and in the teaching of sexuality education specifically. Using the theoretical tools offered by Freire and hooks on critical consciousness, three arguments are made. First, the authors argue for the theoretical and empirical contributions of the sociology of gender and sexualities which are social constructions informed by history, social relations and power. Second, there is a need for a curriculum to recognize the intersectionality of learners and how identity knowledges shape the way that youth sexualities are understood and experienced. Finally, the teaching and learning of an LGBTQI inclusive curriculum will steer away from moralistic and didactic instruction in favor of more participatory pedagogies that acknowledge young people as agents and legitimate sexual beings. [ABSTRACT FROM AUTHOR]

Within the framework of the current drive to transform psychology in South Africa, this paper highlights "other" axes of identity that are arguably largely overlooked within the field. The conversation exposes the discipline of psychology – specifically within the South African context – and its many unexamined assumptions concerning "expected" identities of psychologists – specifically, those along heterosexual and able-bodied lines. By engaging in an autoethnographic conversation, the two authors, both "other", practising psychologists – one queer, one disabled – share and reflect on some of their experiences of feeling othered in their chosen profession. Drawing on parts of queer theory, critical disability literature, as well as the theoretical framework of biopolitical power, we start to make sense of our experiences of difference, deviance, and defiance. How the field of psychology marginalises "other" psychologists, and the impacts on those who bear the oppressions, is exposed; and a conversation is begun in which the discipline's assumptions around compulsory forms of identity – straight, not disabled, among others – are disrupted in productive ways. [ABSTRACT FROM AUTHOR]