About Prof Anthony Brown
Degree: Doctor of Education (EdD)
Institution: University of Birmingham (United Kingdom)
Title: Trainee Teachers Attitudes towards toward school aged children living with HIV at teacher training colleges in Namibia.
Anthony Brown graduated with an EdD in Inclusive Education from the University of the Birmingham in the United Kingdom. He holds a Masters of Arts (Special Educational Needs) from Leeds University in the United Kingdom and a Bachelor in Education (English) from the University of Namibia. Anthony is an Associate Professor in the Department of Educational Psychology.
LGBTI identities in Education, Home-School Involvement of families of LGBTI identities, Social Justice Education, Anti-oppressive Education, HIV education, Critical pedagogies
- Inclusive Education
- Gender and Education
- Democracy Education
- Citizenship Education
- Multicultural Education
- Guidance and Counselling
- Guidance and Support
- Teaching Methodology and Practicum
Postgraduate students (Completed)
- Nichols, Henry (2020) Parents who affirm the same-sex sexualities of their children and their experiences with school involvement. Supervisor
- Richards, Zena (2020) Mapping journeys: Conceptualisations of academic talent and learner trajectories in an enrichment programme. Co-supervisor
- Mwetulundila, Petrina. (2019) Investigating the lived experiences of orphaned learners and school level strategies for their inclusion at selected public secondary schools in Omusati Region. Co-supervisor.
- Maseko, Nonhlanhla, D. (2018) Caregivers’ experiences and support with children with intellectual disabilities living in foster care in Gauteng Province. Supervisor
- /Awarab, Erwin (2021) Namibian Life Skills teachers’ responses to same-sex sexuality in the Life Skills Curriculum. Supervisor
- Mandiza, Rita (2021) Post-school youth experiences of HIV education in Life Orientation that is responsive to LGBT identities. Supervisor
Masters of Education (Inclusive Education)
- Maseko, Sihle (2020) Queering HIV education in Life Orientation. Supervisor
- Buthelezi, Johannes (2020) School Based Support Teams’ perceptions and responses to school youth with same-sex sexual orientations in selected schools in the Gauteng Province. (Cum laude) Supervisor
- Bhila, Sindisa (2020) School Based Support Team’s perceptions and responses to same-sex sexual orientations in selected schools in the North-West Province. (Cum laude) Supervisor
- Krugel, Mariska (2020) Helicopter parenting: challenges and opportunities within home-school partnership. Supervisor
- Grobbelaar, Wilretha (2018) Disrupting compulsory heteronormative thinking in teacher education programmes. Supervisor
- Bloem, Jana-Mari (2021) Teacher perceptions of masturbation as a topic in the Life Skills curriculum. Supervisor
- Bottoman, Likho (2021) Experiences of transgender learners in secondary schools. Supervisor
- Makaringe, Gezani (2021) Life Orientation teachers’ perceptions of a queered HIV Education. Supervisor
Masters of Education (Educational Psychology)
- Ntshangase, Nomthandazo (2020) Unsilencing the school experiences of intersex youth (Cum laude) Supervisor
- Hopkins, Claire (2020) The school experiences of queer learners who are deaf (Cum laude) Supervisor
- Jacobs, Andrea Jacobs, Andrea (2019) Narratives of disclosure by self-identified lesbian school youth: Lessons for educational psychologists Supervisor
- Bekker, Melissa (2019) Educational psychologists’ responses to the needs of same-sex sexuality school youth. Supervisor
- Christina Ferreira (2019) Female adolescents’ experiences of identity development when transitioning from under-resourced homes to a well-resources boarding school. Co-supervisor
- Matee, Kamogelo (2018) Narratives of parents who embraced the same-sex sexuality of their children: Considerations for educational psychologists. Supervisor
- Njoko, Sakhile (2018) Perceived needs of student educational psychologist to support learners with same-sex sexual identities. Supervisor
- Abramovits, Tessa (2018) Exploring the elephant in the room: Narratives of white education psychologists. Co-supervisor
- Watson, Stacey-lee. (2021) LGBTIQ students from African countries where sexual diversity is illegal: Wellbeing factors while studying in South Africa. Supervisor
- Pereira, Nicola: Towards policy development for the inclusion transgender school youth. (to be completed by October 2022).
- Bila, Sindisa. School Governing Board responses to the inclusion of LGBT school youth. (PhD – to be completed October 2023)
- Buthelezi, Johannes. The inclusion of transgender students in higher Education. (PhD- to be completed October 2022)
- Maseko, Sihle. School support towards learners who disclose their LGBTI sexual orientations and gender expressions. (PhD – to be completed October 2022)
- Matee, Kamogelo. South African practices of conversion therapy: Towards affirmative sexualities. (EdD – to be completed October 2023)
- Willemse, Jana-Mari. Parental responses and needs to Comprehensive Sexuality Education in the home environment. (PhD – to be completed October 2023)
Masters of Education (Inclusive Education)
- Singh, Tanesh: School principal’s responses to the inclusion of learners with diverse sexual orientations and gender expressions. (To be completed by October 2021).
- Mathapelo Mochadi. A whole school approach to support a learner with intersex characteristics. (M.Ed – to be completed in October 2022)
Masters of Education (Educational Psychology)
- Mokoena, Karabo. A family of origin responses to kinship and sexual diversity (M.Ed Educational Psychology, University of Johannesburg) (To be completed by October 2021)
- Van der Merwe, Deon. A school response towards the inclusion of transgender youth (M.Ed Educational Psychology, University of Johannesburg) (To be completed by October 2021).
- Williams, Courtney. The psychosocial experiences of transgender school youth (M.Ed Educational Psychology, University of Johannesburg) (To be completed by October 2021).
- Brook-Safianos, Megan. The psycho-social experiences of a transgender learners with Autism Spectrum disorder: Towards a home-school partnership. (M.Ed – to be completed in October 2022)
- Wood, Kelly. Teachers’ gendered responses towards educational performance. (M.Ed – to be completed in October 2022)
Nichols, H., & Brown, A. (2021). “If only they want to hear us out” Parents of same-sex sexuality children and their experiences with school involvement. African Journal of Gender, Society and Development, (in press).
Mampane, J., & Brown, A. (2021). Transitioning experiences of first year gender non-conforming students from school to university in South Africa. Interchange, https://doi.org/10.1007/s10780-021-09419-3
Ewing, D., Brown, A., Mkhize, N. & Msibi, T. (2020) Sexual and gender identities: violating norms, Agenda, 34(2), 1-6, https://doi.org/10.1080/10130950.2020.1756629 (Guest editor in special issue)
Brown, A. (2020). Queering teacher education through intergroup dialogue. Education Research for Social Change, 9(2), 1- 18.
Brown, A., & Buthelezi, J. (2020). School-based support team responses to sexual diversity and homophobic bullying in a South African school. Interchange, 51(4), 471–482, https://doi.org/10.1007/s10780-020-09404-2
Brown, A., Maseko, N., & Sedibe, M. (2020). “I only relieve myself when I get home in the afternoons”: Microaggressions in (queered) bathroom spaces at a South African university, Agenda, 34(2), 32-40. https://doi.org/10.1080/10130950.2019.1706983
Nichols, H., & Brown, A. (2020). The attitude and experiences of high school learners on the teaching of LGBT content in a South African school. International Journal of Learning and Change (in press).
Brown, A. (2020). Queering family dialogue through entertainment education: Implications for sexual minority youth. Journal of GLBT family studies, 16(5), 475-487, https://doi.org/10.1080/1550428X.2019.1686720 (IBSS – Impact factor 1.00)
Brown, A. (2019). One Namibia, one (heterosexual) nation: Presidential discourses on homosexuality. Journal of Namibian Studies, 26, 93-105. (IBSS)
Brown, A., & Njoko, S. (2019). Perceived needs of educational psychologists to support school youth with same-sex sexual identities. Gender and Behaviour, 17(4), 14014 – 14025.
Brown, A., & Reagan, F. (2019). The construction of representation of sexual gender diversity in Namibian school textbooks: Global discourses or Southern African realities. Journal of Namibian Studies, 25(1), 31-46.
Francis, D., Reygan, F., Brown, A., Dlamini, B., McAllister, J., Nogela, L., Mosime, S., Muller, M., & Thani, G. (2019). A five-country study of gender and sexuality diversity and schooling in Southern Africa. Africa Education Review, 16(1), 19-39. http://doi.org/10.1080/18146627.2017.1359637
Nichols, H., Brown, A., & Diale, B.M. (2019). School involvement expectations of parents who accept and embrace their child’s same-sex sexual orientation. Gender & Behaviour, 17(4), 14287 – 14295.
Shammah, M.L.V., Diale, B.M., & Brown, A. (2019). Incidences and prevalence of child labour among secondary school students: aggregate analysis of gender and other demographics. Gender & Behaviour, 17(2) 13275-13290.
Brown, A. (2018). Geographies of heteronormativity: The source of symbolic homophobic violence at a South African university. African Safety Promotion: A Journal of Injury and Violence Promotion. 16(2), 9-20.
Brown, A., & Wood, L. (2018). A critical participatory pedagogical approach to enabling Life Orientation students to develop social literacy through HIV education. African Journal of AIDS Research, 17(2), 153 -161. https://doi.org/10.2989/16085906.2018.1478311
Brown, A. (2017). ‘Sometimes people kill you emotionally’: Policing inclusion, Experiences of self-identified homosexual youth in secondary schools in Namibia. African Identities, 15(3), 339–350. http://dx.doi/10.1080/14725843.2017.1319751
Brown, A., & Diale, B.M. (2017) ‘You should wear to show what you are’: Queer student teachers troubling the heteronormative professional identity. Gender Questions, 5(1), 1-19. http://dx.doi.org/10.25159/2412-8457/2986 (
Francis, D., & Brown, A. (2017). ‘To correct, to punish and to praise’: Learner representative council leaders’ experiences and expressions of non-heterosexuality in Namibian schools. International Journal of Inclusive Education, 21(12), 1276–1293. http://dx.doi.org/10.1080/13603116.2017.1336577
Brown, A. (2016). ‘How did a white girl get AIDS?’ Shifting student perceptions on HIV through critical pedagogy at a historically White HEI in South Africa. South African Journal of Higher Education, 30(3), 96–113.
Brown, A. (2016). School-based gender-related violence in Namibia: causes and manifestations. Commonwealth Youth and Development, 14(1), 54–64.
Brown, A., Hilukiluah, I., & Kambonde, A. (2014). Parental involvement in open and distance schooling: A case study of parental perceptions at NAMCOL, Namibia. Journal for Educational and Social Research, 4(3), 325 – 331.
Brown, A. (2014). Preparing trainee teachers with traumatic life experiences for the Inclusive Education classroom at one South African University. Mediterranean Journal of Social Sciences, 1(10), 124–134.
Brown, A., Lewin, A., & Shikongo, R. (2014). University of Namibia’s academics’ perception of face-to-face learning and open and distance learning (ODL). Mediterranean Journal of Social Sciences, 1(8), 101 – 108.
Haihambo, C.K., Brown, A., & Tobias, E.I (2013). Responses, coping strategies and needs of families of children in early and late childhood with severe to profound visual impairments in Namibia, teachers’ and parents’ perspective. Continuous Professional Journal of Namibia, 1(1), 3 – 28.
Brown, A., De Wet, A., & Van Wyk, E. (2018). Responding to sexual diversity in education. In A. De Wet (Ed.) Diversity and difference in South African schools: An education law perspective. (pp. 119 -145), Cape Town: Juta.
Brown, A., & Haihambo, C.K. (2017). Inclusive education as a democratic imperative. In E. Amukugo (Ed). Democracy & education – A critical appraisal of education as an instrument of democracy. Windhoek: UNAM Press.
Haihambo, C.K., & Brown, A. (2015). Developmental issues facing the San People of Namibia: Potholes on the road to de-marginalization and education in MRCC, Indigenous knowledge in Namibia. Windhoek: UNAM Press.
Haihambo, C.K., Brown, A., & Tobias, E.I. (2011). Responses, coping strategies and needs of families of children in early and late childhood with severe to profound visual impairments in Namibia. Windhoek: UNAM Press.
Brown A. (2019). Intersections disability and sexuality. Educating children with neurodevelopmental learning needs Symposium, 25 – 27 September 2019, University of Johannesburg, South Africa.
Brown, A. (2019). The Geographies of Heteronormativity: The Source of Symbolic Homophobic Violence at a South African University, Storytelling & the Body, An Inclusive Interdisciplinary Project, 15th & 16th July 2019 Verona, Italy
Brown, A. (2018). Comprehensive sexuality education in teacher education, the case of the University of Johannesburg. A presentation at the Stakeholders Consultative meeting, 17 January 2018, Johannesburg, South Africa. (Invited Panellist)
Brown, A. (2017). Queering teacher education. A discussion at the HSRC, Joint Learning Initiative & The Other Foundation Workshop, 24 November 2017, Johannesburg, South Africa. (Invited Panellist)
Brown, A., & Diale, B.M. (2017). ‘You should wear to show what you are’: Queer student teachers troubling the heteronormative professional identity. A paper presented at the 5th South African Education Research Association (SAERA), 23–26 October 2017, Port Elizabeth, South Africa.
Brown, A. (2017). Perspectives on gender and sexual diversity and the South African heritage. A panellist presentation at the NWU Potchefstroom Speak Out, 19 September 2017, Potchefstroom, South Africa. (Invited Panellist)
Brown, A. (2017). Reflections on sexuality and Africa. A paper presented at the SYRSYC conference, 13–15 July 2017, Johannesburg, South Africa. (Invited Panellist)
Brown, A. (2017). Queering family dialogue through entertainment education: Implications for same-sex youth at home. A paper presented at the HEAIDS Youth Conference, 9–11 June 2017, Durban, South Africa.
Brown, A. (2016). Violence in schools, including violence related to gender and diversity in five countries in Southern Africa: Botswana, Lesotho, Namibia, South Africa, Swaziland. A paper presented at the Education Sector Responses to Violence based on Sexual Orientation and Gender identity/Expression, 16–17 May 2016, UNESCO Headquarters, Paris, France. (Invited Panellist)
Brown, A. (2015). ‘I don’t teach moffies’: In(ex)clusion, othering and the lived experiences of learners who are perceived to be different in terms gender in Namibia. A paper presented at the EDUCON, 17–20 August 2015, Windhoek, Namibia.
Brown, A. (2015). ‘They deserve to be treated that way!’ Learner representative council perceptions on supporting non-heteronormative learners in Namibian schools. A paper presented at the 3rd South African Education Research Association (SAERA), 27–30 October 2015, Bloemfontein, South Africa.
Brown, A. (2014). Preparing trainee teachers with traumatic life experiences for the inclusive education classroom at one South African university. A paper presented at the Scholarship of Teaching and Learning Conference, 30–31 October 2014, Mafikeng, South Africa.
Brown, A., & Hilukilwa, I. (2013). Parental involvement in open and distance schooling: A case study of parental perceptions at NAMCOL, Namibia. A paper presented at the 48th DEASA Conference, 16–20 September 2013, Gaborone, Botswana.
Brown, A., & Haihambo, C.K. (2013). Human side of mergers: A case study with the teacher training colleges with the University of Namibia. A paper presented at the 2nd EDUCON, 10–12 September 2013, Windhoek, Namibia.
Brown, A., & Tjiramba, E. (2012) Voices of indigenous groups studying through ODL: A case study of San learners enrolled with NAMCOL. A paper presented at the 47TH DEASA Conference, 21–23 September 2012, Swakopmund, Namibia.
Brown, A., Lewin, A., & Shikongo, R. (2012) A prediction of the University of Namibia full time Academics’ Attitudes towards Distance Education. A paper presented at the 47TH DEASA Conference, 21–23 September 2012, Swakopmund, Namibia.
Haihambo, C.K., & Brown, A. (2011) A national study on the experiences and coping strategies of parents of children with visual impairment in the early and primary school years. Paper presented at the World Forum on Early Child Care, 3–6 June 2011, Hawaii.
Haihambo-Ya Otto, C.K., February, P., Brown, A., & Hengari, J.U. (2009). Responses of Namibian vocational training institutions to inclusive education: Successes, challenges and future prospects. Proceedings of the SANORD 2009 Conference under the Theme: Inclusion and Exclusion in Higher Education, 7–9 December 2009, Rhodes University, Grahamstown, South Africa.