My research aims to address government-acknowledged research gaps around teacher training and professional development (PD) in Welsh school-based Relationships and Sexuality Education (RSE), by exploring teachers’ experiences providing and learning about RSE in South Wales.
My approach is informed by contemporary PHematerialist (feminist, posthuman and new materialist) theory (Ringrose, Warfield and Zarabadi 2019) and utilises post-qualitative methods to approach teaching and learning in RSE as a heterogeneous ‘assemblage’ of policy, practice, “bodies, discourses and things” (Thomas 2016).
The following research questions currently structure my project:
- How are teachers in Wales prepared to provide RSE?
- How do teachers in Wales currently provide RSE?
- How is extant and forthcoming RSE policy translated into practice by teachers in Welsh schools?
- How do teachers in Wales negotiate and respond to extant and forthcoming RSE policy?
- What are the qualities of the ‘RSE experience’ for teachers in Wales?