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08 June 2023 | Story Siyanda Magayana | Photo Supplied
Sivuyisiwe Magayana
Siyanda Magayana, Senior Officer: Gender Equality and Anti-Discrimination Office, Unit for Institutional Change and Social Justice, University of the Free State

 


Opinion article by Siyanda Magayana, Senior Officer: Gender Equality and Anti-Discrimination Office, Unit for Institutional Change and Social Justice, University of the Free State

 

The anti-homosexuality legislation and what is means

The Ugandan president has enacted a law that makes it even more illegal for lesbian, gay, bisexual, transgender, and intersex (LGBTI+) people to be who they identify as. The Anti-Homosexuality Act, among other things, increases the already-criminalised life sentence for consensual same-sex between consenting adults and adds the death penalty for what is known as “aggravated homosexuality”. Additionally, it criminalises activities that supposedly support homosexuality and homosexuals, and carries a potential 20-year prison term. The act also explicitly states that it aims “to protect the traditional family” in Uganda, a traditional African nation, which criminalises and forbids same-sex couples, parents, and other individuals from starting families and having children. This conveys the notion that African LGBTQ+ persons, specifically in Uganda, have no place in the families, communities, and other parts of society to which they belong. It also merely challenges LGBTQ+ Africans’ African identities as it erases their existence in the country altogether. Therefore, as activists, decision-makers, researchers, and residents of all parts of Africa, we should think about what this means for LGBT people in our communities. We should think about the impact of this law on LGBTQ+ people’s feelings of agency, right to life, right to make their own decisions, and sense of belonging.

The dangers of equating homosexual “acts” to sexual abuse

The anti-homosexuality legislation in Uganda mentions “... protecting children and youth who are made vulnerable to sexual abuse through homosexuality and related acts”. A statement such as this one is factually incorrect and is based on a misconception, implying that homosexuality and/or homosexual people are largely the perpetrators of sexual abuse and violence because of their acts. This viewpoint is flawed and misleading because sexual abuse can occur in any context, regardless of sexual orientation. For instance, some studies have revealed that many sexual offenders in our societies appear to identify as heterosexual.1 One other research study found that no offenders were classified as homosexual and that more than three-quarters (78%) of offenders were solely heterosexual in their relationships.2 Similarly, other studies argue that a child’s risk of being molested by his or her relative’s heterosexual partner is over 100 times greater than by someone who may be identified as gay, lesbian, or bisexual,3 while another recent analysis finds that there is no evidence to suggest that individuals with same-sex attraction are more likely to abuse children than heterosexual persons.4

Therefore, equating and pinning of homosexuality to sexual abuse is a deeply problematic and false narrative that can have severe consequences for LGBTQ+ individuals. It is important to recognise that being homosexual or engaging in same-sex relationships does not in itself make individuals more likely to be perpetrators or victims of sexual abuse. This view perpetuates harmful stereotypes and misconceptions about sexual orientation, which can further fuel discrimination and violence against LGBTQ+ individuals in our communities. It also contributes to the stigmatisation and marginalisation of LGBTQ+ individuals, creating an environment where LGBTQ+ individuals are at higher risk of experiencing violence, discrimination, and social exclusion. By falsely portraying homosexuality as a form of abuse, these narratives further entrench homophobia and reinforce negative attitudes towards the LGBTQ+ community in the African continent.

Anti-homosexuality legislation and similar legislation in other countries often use the language of protecting children and combating sexual abuse to justify their discriminatory policies. By linking homosexuality to sexual abuse, proponents of such legislations aim to demonise and criminalise same-sex relationships, portraying them as inherently harmful or predatory. However, it is important to understand that homosexuality is not synonymous with sexual abuse. Sexual orientation is a natural and fundamental aspect of human diversity, and being gay, lesbian, or bisexual or other does not imply any wrongdoing or harm. Consensual same-sex relationships are no different from consensual opposite-sex relationships in terms of the rights and dignity they deserve.

The impact of this legislation on LGBTQ+ individuals in and beyond Uganda

The impact of this legislation on LGBTQ+ individuals in African communities, not just in Uganda, is significant. The legislation fuels existing prejudices and stigmatisation against LGBTQ+ individuals, leading to increased discrimination, violence, and harassment. For instance, many LGBTQ+ individuals are already faced with heightened risks to their safety and well-being, including corrective rape, physical attacks, social ostracism, and even the threat of mob violence in both our rural and urban areas.

Such law has broader implications that go far beyond the borders and communities of Uganda. This law will set a precedent for other African countries that were already hostile towards LGBTQ+ rights, reinforcing a negative environment for LGBTQ+ individuals across the continent. Anti-LGBTQ+ sentiments and laws are prevalent in various African nations, and therefore, Uganda’s law to criminalise homosexuality contributes to a regional climate of homophobia and discrimination. More than anything, the law further silences and erases the voices and existence of LGBTQ+ bodies in African communities and increases the justification of and vulnerability to corrective rape and killings. Many will be displaced, killed, excluded, and erased from our communities.


 

1 Groth, A. Nicholas and H. Jean Birnbaum. (1978). “Adult sexual orientation and attraction to underage persons.” Archives of Sexual Behavior. 7(3):175-181.

2 Groth, A. Nicholas and H. Jean Birnbaum. (1978). “Adult sexual orientation and attraction to underage persons.” Archives of Sexual Behavior. 7(3):175-181.

3 Carole Jenny, Thomas A. Roesler, and Kimberly L. Poyer. 1994. “Are Children at Risk for Sexual Abuse by Homosexuals?,” Pediatrics 94 (1): 41–44

4 Barth, J., Bermetz, L., Heim. 2013. The current prevalence of child sexual abuse worldwide: a systematic review and meta-analysis. International Journal of Public Health 58, pp. 469–483.

 


 

News Archive

UFS researchers help find opportunities to create knowledge
2016-09-15

Description: Mobile libraries  Tags: Mobile libraries

The initiative hopes that the mobile libraries
will continue to contribute towards literature
awareness and access to books at rural
schools in the Free State.
Photo: Supplied

Did you know that only 3 392 primary schools in South Africa have libraries? In the Free State the statistics are shocking. Only 277 primary schools have libraries, while 1 087 carry on without them. One of nine provinces in South Africa, the Free State is regarded as a rural province. The South African Primary Education Support Initiative (SAPESI), in partnership with other sponsors, has committed to expanding access to books by donating mobile libraries to service schools across South Africa. In the Free State, the project is embraced by the Free State Department of Education, which employs the mobile operators and library assistants to service these libraries, driving many kilometres of gravel road to visit remote farm schools and other under-resourced schools. SAPESI has set a goal to supply 75 mobile libraries to provide 2 000 schools with access to books by the year 2020.

Discovering the value of the mobile libraries
Although the mobile libraries in the Free State have been functioning since 2007, no formal research had been conducted on their work. Towards the end of 2014, the Free State Department of Education and the Flemish Association for Development Cooperation and Technical Assistance (VVOB) commissioned the UFS to carry out a participatory action research project. Dr Lynette Jacobs, Head of the School of Education Studies at the University of the Free State’s Faculty of Education and her team engaged with role-players at district and provincial level in a Participatory Action Research project.

The research project aimed to describe the work that mobile libraries do, and appraise its influence on learners and schools, towards improving their functionality. In addition, this project aimed to build research capacity within the district teacher development centres.

Highlights of the mobile library project
The way the Free State Department of Education embraced and supported the initiative by Mr Tad Hasunuma and SAPESI, was inspiring. Each of the five education districts has two fully equipped library buses that periodically visit schools. The stock on the buses is regularly replaced by books that SAPESI receives from the international community. Specific books are also loaded for teachers to use as resources. One of the outcomes of the research project was that guidelines were developed for teachers on how to use books in addition to curriculum material in the classroom. At district level, the teams reflected on the work that they were doing and implemented improvement plans to provide an even better service. Findings of the project were presented at the XIV Annual International Conference of the Bulgarian Comparative Education Society that focused on education provision earlier this year. It was lauded by representatives of the international education community as an example of good practice to provide education to marginalised children.

Reading helps enrich children’s lives
The research project concluded by stating that the aim of the mobile libraries was to provide learners and teachers at rural and farm schools with reading books, and they were doing as best they could. While the mobile libraries cannot make up for possible challenges related to teaching and learning or in infrastructure, the learners and the teachers are regularly provided with good resources to encourage reading and stimulate literacy development.

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