The recent Must Fall movements shone a light on how South African universities are exclusionary spaces in many respects. In addition to the focus on racial, financial, and epistemological exclusions, the movements also highlighted how gender and sexual minorities are marginalised in university curricula and spaces. In the wake of these movements, I taught a range of courses dealing with gender and sexuality to pre-service teachers at a South African university. Using an autoethnographic approach, I recount some of the challenges I faced in teaching subject matter that many South Africans consider controversial. Students often relied on simplistic discourses of culture and religion to voice resistance to my courses and to “disrupt” my classes, while the subject matter simultaneously disrupted their deeply held concepts of identity. These moments of disruption from students, while largely intended as resistance, offered considerable pedagogical value, especially when viewed through the lens of critical pedagogy that informs my teaching approach. In this article, I use autoethnographic reflections to describe some of these moments of mutual disruption. I examine how the discussions with students have shifted after the Must Fall movements, linking the philosophy and some of the events of the movements to the ways that students are engaging differently. I argue that these pre-service teachers also hold the potential to disrupt discourses of queerphobia, gender-based violence and HIV in the South African school system. Additionally, I contend that gender and sexuality diversity deserve greater focus in teacher education in order to create critical thinking spaces that can foster reflective capacities in teachers around how they relate to learners who are gender and sexual minorities.

中文翻译：

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在必须跌倒运动的唤醒中教授性别与性：通过批判教育学的视角相互干扰

最近的“必须跌倒”运动从许多方面阐明了南非大学如何成为排他性空间。这些运动除了关注种族，经济和认识论方面的排斥之外，还强调了性别和性少数群体在大学课程和空间中是如何被边缘化的。在这些运动之后，我为一所南非大学的职前教师讲授了一系列有关性别和性的课程。我使用一种人种志方法，讲述了许多南非人认为有争议的教学主题时遇到的一些挑战。学生经常依靠简单的文化和宗教话语来抵制我的课程并“打乱”我的课堂，而主题却同时打乱了他们根深蒂固的认同概念。这些来自学生的干扰时刻，虽然主要是作为抵制，但提供了相当可观的教学价值，特别是从批判性教学法的角度来看时，尤其是当这种情况告诉我的教学方法时。在本文中，我使用人种志反思来描述这些相互破坏的时刻。我研究了“必须跌倒”运动后与学生的讨论如何转变，将运动的哲学和一些事件与学生以不同方式参与的方式联系起来。我认为，这些职前教师还具有破坏南非学校系统中的仇视同性恋，基于性别的暴力行为和艾滋病毒的话语的潜力。另外，