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Research output: Thesis › Doctoral Thesis
Research output: Thesis › Doctoral Thesis
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TY - BOOK
T1 - Recognition, representation, and relationships: how the UK Relationships and Sex Education Curriculum (2020) can meet the needs of and offer representation to young disabled and neurodivergent or neurodiverse people with LGBT+ identities.
AU - Dring - Turner, Helen
PY - 2022
Y1 - 2022
N2 - Relationships and Sex Education (RSE) became mandatory in all secondaryschools in England in September 2020. Prior to this, delivery of RSE was neithercompulsory nor consistent across England, meaning student experience differedwidely. Added to this is a climate of prohibitive legislation surrounding the teaching of homosexuality, leading to Lesbian, Gay, Bisexual and Transgender (LGBT+) young people to often be excluded from RSE. Special schools were also often behind mainstream schools in their delivery of RSE curricula, causing a disparity between disabled and non-disabled young people (OFSTED, 2013).This thesis takes as its starting point the idea that comprehensive RSE shouldallow all young people to ‘interact with each other as equals’ (Fraser, 2000, p. 36). Through a Critical Discourse Analysis, it analyses its representation of young LGBT+ people who are disabled and neurodivergent or neurodiverse at a text level. A series of phenomenological interviews examine previous experiences of young people who did not benefit from the statutory curriculum to offer a case for the need for inclusive RSE. These two elements are then combined into suggestions for practice for teachers and facilitators delivering the curriculum.This investigation makes an original contribution to research through itsexamination of how Relationships and Sex Education and its inclusivity contribute to young adults’ experience of participatory parity and their ability to interact with each other as equals. The findings have implications for curriculum design, social representation, and classroom practice.Keywords: Relationships and Sex Education, Disability, Curricula, Critical DiscourseAnalysis.
AB - Relationships and Sex Education (RSE) became mandatory in all secondaryschools in England in September 2020. Prior to this, delivery of RSE was neithercompulsory nor consistent across England, meaning student experience differedwidely. Added to this is a climate of prohibitive legislation surrounding the teaching of homosexuality, leading to Lesbian, Gay, Bisexual and Transgender (LGBT+) young people to often be excluded from RSE. Special schools were also often behind mainstream schools in their delivery of RSE curricula, causing a disparity between disabled and non-disabled young people (OFSTED, 2013).This thesis takes as its starting point the idea that comprehensive RSE shouldallow all young people to ‘interact with each other as equals’ (Fraser, 2000, p. 36). Through a Critical Discourse Analysis, it analyses its representation of young LGBT+ people who are disabled and neurodivergent or neurodiverse at a text level. A series of phenomenological interviews examine previous experiences of young people who did not benefit from the statutory curriculum to offer a case for the need for inclusive RSE. These two elements are then combined into suggestions for practice for teachers and facilitators delivering the curriculum.This investigation makes an original contribution to research through itsexamination of how Relationships and Sex Education and its inclusivity contribute to young adults’ experience of participatory parity and their ability to interact with each other as equals. The findings have implications for curriculum design, social representation, and classroom practice.Keywords: Relationships and Sex Education, Disability, Curricula, Critical DiscourseAnalysis.
U2 - 10.17635/lancaster/thesis/1830
DO - 10.17635/lancaster/thesis/1830
M3 - Doctoral Thesis
PB - Lancaster University
ER -