What if?: becoming response-able with the making and mattering of a new relationships and sexuality education curriculum
What if?: becoming response-able with the making and mattering of a new relationships and sexuality education curriculum
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DOI：
10.1080/19415257.2021.1891956
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发表时间：
2021-03-01
影响因子：
2.1
通讯作者：
McGeeney, Ester
中科院分区：
文献类型：
--
作者：
Renold, E. J.;Ashton, Max R.;McGeeney, Ester
这篇论文描绘了在威尔士（英国）开展关系和性教育（RSE）的在职教师的一个可响应的（Barad 2007），创造性的专业学习计划的发展，作者独特而深刻地纠缠在一起。我们绘制了伦理、政治和创造性实践的关键方面，为这一旅程提供了信息，并探索了数据和图表的后定性概念（Renold 2018），通过教师的创造性审计，揭示了学生对RSE的了解和疑惑，挑战了关于RSE对儿童和年轻人“什么重要”的假设。我们分析了教师在三个定性后的小插曲和一首诗中进行创造性审计的经验。这些正在制作中的达特普法提供了让学生的声音变得重要的无限潜力，我们认为这可以激发和维持一个来自并接近“重要”的共同制作的课程。
This paper maps the development of a response-able (Barad 2007), creative professional learning programme for in-service teachers of an unfolding relationships and sexuality education (RSE) in Wales (UK) where the authors are uniquely and deeply entangled. We chart crucial aspects of the ethical, political and creative praxis informing this journey and explore how the post-qualitative concepts of darta and dartaphacts (Renold 2018), through creative audits facilitated by teachers that surfaced what students know and wonder about RSE, challenge assumptions about 'what matters' in RSE for children and young people. We diffractively analyse teachers' experiences of conducting creative audits across three post-qualitative vignettes and a poem. These dartaphacts-in-the-making offer glimpses at the boundless potential of making student voice matter, which we argue can spark and sustain a co-produced curriculum that comes from and stays close to 'what matters'.