"You don't want to get anything wrong. That's the trouble isn't it": Exploring primary school teachers' constructions of heteronormativity in schools in Wales

Russell, Kelly 2023. "You don't want to get anything wrong. That's the trouble isn't it": Exploring primary school teachers' constructions of heteronormativity in schools in Wales. DEdPsy Thesis, Cardiff University. Item availability restricted.

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Abstract

This thesis consists of three parts: a major literature review; an empirical paper; and a critical appraisal. The aim of the thesis is to explore primary school teachers’ constructions of heteronormativity in schools in Wales. More specifically, it aims to explore teachers’ understanding of sex, gender, sexuality and how these are intertwined in heteronormativity and how heteronormativity may impact our children and young people when they are in school. Section A: Major Literature Review Section A aims to provide a detailed review of the literature in this area, which is presented in two parts. The first offers the historical and cultural background of heteronormativity in schools, and the second offers a systematic review of the literature, which is presented in a thematic synthesis. The relevance to the practice of Educational Psychologists (EPs) is also provided before the rationale for the current research is presented, alongside the research question. Section B: Major Empirical Study Section B presents an empirical paper, which begins with an overview of the relevant literature, the rationale for the study and the research question. Methodology for the research is presented, followed by an analysis section which summarises the thematic analysis conducted, with links to theory and previous research provided. Implications for EPs and school staff are presented, as well as strengths and limitations of the current study, and potential areas for further research. Section C: Critical Appraisal Section C details a critical review of the research journey, including the study’s contribution to knowledge and understanding in its field, and to the context of education and educational psychology. It offers a reflexive account of the researcher’s experience of conducting the study and includes extracts from the researcher’s research diary in order to appraise the decisions made throughout the process.

Item Type:	Thesis (DEdPsy)
Date Type:	Completion
Status:	Unpublished
Schools:	Psychology
Date of First Compliant Deposit:	25 September 2023
Last Modified:	25 Sep 2023 12:53
URI:	https://orca.cardiff.ac.uk/id/eprint/162711

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