What if?: becoming response-able with the making and mattering of a new relationships and sexuality education curriculum

Renold, EJ ORCID: https://orcid.org/0000-0001-6472-0224, Ashton, Max R. and McGeeney, Ester 2021. What if?: becoming response-able with the making and mattering of a new relationships and sexuality education curriculum. Professional Development in Education 47 (2/3) , pp. 538-555. 10.1080/19415257.2021.1891956

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Abstract

This paper maps the development of a response-able (Barad 2007), crea- tive professional learning programme for in-service teachers of an unfold- ing relationships and sexuality education (RSE) curriculum 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 sur- faced what students know and wonder about RSE, challenge assumptions about ‘what matters’ in RSE for children and young people. We diffrac- tively 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’.

Item Type:	Article
Date Type:	Published Online
Status:	Published
Schools:	Social Sciences (Includes Criminology and Education)
Subjects:	L Education > L Education (General)
Additional Information:	This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Publisher:	Routledge
ISSN:	1941-5257
Date of First Compliant Deposit:	3 December 2021
Date of Acceptance:	9 February 2021
Last Modified:	09 May 2024 15:38
URI:	https://orca.cardiff.ac.uk/id/eprint/145878

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