Queering the Curriculum: Geographies of Sexuality, Young People and the Negotiation of Relationships and Sex Education in English Secondary Schools

课程的质疑：性的地理学、年轻人以及英语中学的关系谈判和性教育

• 批准号: 2716940
• 金额: --
• 依托单位: Newcastle University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2716940
• 关键词: Queering; Curriculum; Geographies; Sexuality; Young

The proposed research will explore how children and young people (CYP) negotiate current Relationship and Sex Education (RSE) policy and its focus on LGBTQ+ equalities. Approaching school as a multi-layered site the study extendscurrent research on CYP's sexual identities. The project has three objectives. Firstly, it will engage with recent legislative change in RSE (2019) to document how teachers respond to changes in sex education by way of pedagogy. Second, it will investigate how CYP navigate the new remit of RSE and importantly how they might practice, resist or support aspects of government policy. Third, the study will develop a multi-spatial lens to understand CYP's experiences of sexuality through the micro-spaces of school, their wider spatial networks, and the digital spaces of social media. The research will be conducted using a repertoire of participatory methods including - photomapping activities and focus groups with CYP; interviews with students and teachers; and classroom observation of RSE and CYP's everyday school practices. Using participatory co-production methods CYP will be offered opportunities to 'Queer' the RSE curriculum and design ways through which policy is made meaningful in practice. These activities seek to empower students by enabling them to exercise knowledge, agency and understanding on LGBTQ+ equalities and RSE. The study advances research in children's geographies, which to date reveals limited engagement with CYP's sexualities. The findings will directly assist key stakeholders including teachers, health practitioners and youth workers in understanding the relationship between RSE policy and the multiple spaces of childhood.

拟议的研究将探讨儿童和年轻人（青少年）如何协商当前的关系和性教育（RSE）政策及其对LGBTQ+平等的关注。本研究将学校作为一个多层次的场所，拓展了当前对中学生性别认同的研究。该项目有三个目标。首先，它将参与RSE（2019）最近的立法变化，以记录教师如何通过教学法应对性教育的变化。第二，它将调查他们如何驾驭RSE的新职权范围，重要的是他们如何实践，抵制或支持政府政策的各个方面。第三，本研究将开发一个多空间的透镜，通过学校的微观空间、更广泛的空间网络和社交媒体的数字空间来理解学生的性体验。这项研究将采用一系列参与性方法进行，包括：摄影活动和焦点小组;与学生和教师的访谈;以及对RSE和RSE日常学校实践的课堂观察。使用参与性的共同制作方法，将提供机会，以'酷儿'的RSE课程和设计的方式，通过它使政策在实践中有意义。这些活动旨在通过使学生能够行使知识，机构和对LGBTQ+平等和RSE的理解来增强学生的能力。这项研究推进了儿童地理学的研究，迄今为止，儿童地理学揭示了儿童对性取向的有限参与。研究结果将直接帮助包括教师，卫生从业人员和青年工作者在内的关键利益相关者了解RSE政策与童年多重空间之间的关系。