Beyond binaries : non-heteronormative vignettes in school workbooks

Abstract

The use of vignettes in school workbooks is usually intended to provide an effective way for students to think about real-life situations or historical events, and better understand their significance. This paper presents a study that outlines a content analysis of vignettes that are part of three workbooks, which are currently being used in secondary schools in Malta for the subject Personal, Social and Career Development for students aged 14-16 years. In particular, the study focuses on vignettes that are not heteronormative and pays attention to how LGBTQI+ individuals are portrayed or made absent within the brief narratives. The vignettes selected for the study, depict examples of life situations, aimed as a reflexive tool for students to discuss issues revolving around dating, connection, sexual consent, harassment and sexting among others. These situations often imply some kind of decision making that involves a transition, such as experiencing sex for the first time or initiating casual sex. The study shows that non-heteronormative vignettes are well-represented in the corpus of the workbooks’ vignettes. The study argues that vignettes could be useful in linking abstract and complex concepts associated with intimate relationships, sexuality and love with tangible experiences. Their use could also facilitate reflexivity through classroom discussion about the narratives depicting particular scenarios and situations. The study posits that school workbooks could be an effective tool for students to gain more self-awareness.