My research aims to address government-acknowledged research gaps in curriculum design, teacher training and professional development in Welsh school-based Relationships and Sexuality Education (RSE), through exploring teachers’ experiences providing and learning about RSE in South Wales during a period of intense and ongoing policy transition.
My research approach focuses on the complexity inherent to educational processes (Strom and Viesca 2021), and leverages assemblage theory (Deleuze and Guattari 1987; Buchanan 2021) to explore the networks of discursive, material, affective, human and other-than-human bodies that tangle in the course of RSE provision.
The following research questions structure my project:
1) How do RSE-providing teachers in Wales negotiate in-service learning in a changing policy context?
2) How do RSE-providing teachers in Wales employ in-service learning in diverse practice settings?
3) How can complex formulations of teachers’ in-service learning contribute to deepening understandings of professional development in RSE?
4) How can theorising affect in educational professional development and practice settings contribute to deepening understandings of RSE provision in Wales?
5) How do complex formulations of professional learning and classroom practice implicate other-than-human actors in the enaction of teaching and learning in school-based RSE?