Ukulwisana nobuqhwaga : a queer black female beginner teacher’s experiences of workplace bullying

Abstract

This autoethnographic study aimed to explore my own experiences of bullying in the workplace as a queer Black female beginner teacher. Workplace bullying is a prevalent problem in the world, including in South Africa. Workplace bullying is a form of abuse where a perpetrator humiliates and ill-treats the victim (Calitz, 2022). In addressing workplace bullying, conducive safe working environments can be created. In South Africa, workplace bullying is fuelled by gender inequality, race, and organisational superiority (Bergbom & Vartia, 2021). In this study, I share my personal experiences and challenges about how I faced workplace bullying from my perspective as a queer Black female beginner teacher. Through an in-depth examination of my encounters, emotions, and responses, this research uncovered the intricate dimensions of bullying as I navigated my way within the educational environment. This study employed the conceptual framework of Hodson, Roscigno & Lopez (2006) two dimensional bullying model to consider how race and sexual orientation influence workplace bullying inside an organisation. I purposefully explored existing literature on gender identity, queer Black women, beginner teachers, and workplace bullying. I also discussed the scholarly work of other authors and critically engaged with the existing ideas in this field (Nkomo, Daniel & Butson, 2021). This study narrates my experiences of bullying in the workplace within the context of a school environment. I was the primary participant in generating and constructing the data, which were gathered from my self-reflection through narratives and my documented lived experiences. The data were generated through self-interviews, memory work, critical conversations with the co-constructors of knowledge, and by consulting my personal journal entries. The data were analysed using the thematic data analysis method (Wagner, Kawulich & Garner, 2012).