Developing an Intersectional Approach to Sex and Relationships Education in England and Wales

Professor VanitaSundaram -

Developing an intersectional approach to Sex and Relationships Education in England and Wales

A) RATIONALE FOR THE PROJECT

There is a well-established body of research in the UK and elsewhere that critiques various aspects of SRE as it is currently delivered. The absence of content relating to gender or sexuality has been particularly noted. However, little research has been done on developing an intersectional approach to SRE with particular reference to thinking about the ways in which gender identity intersects with ethnicity, sexuality, disability and religion for young people. The views of young people with intersecting identities have rarely been sought out by researchers or policy makers in this area and this represents a significant gap in our knowledge.

B) REFERENCES THAT SHOULD BE READ (if you do not have access to these, please email me)

Alldred, P. and David, M. (2007). ‘Get real about sex’. The politics and practice of sex education. Buckingham: Open University Press.

Allen, L. (2011). Young people and sexuality education. Palgrave Macmillan.

Allen, L., Rasmussen, M.L. (Eds). The Palgrave Handbook of Sexuality Education. Palgrave Macmillan.

Elley, S. (2013). Understanding sex and relationships education: Education, youth and class. A youth-work led perspective. Palgrave Macmillan.

Measor, L.,Tiffin, C., and Miller, K. (2000). Young people’s views on sex education: Education, attitudes and behaviour. Psychology Press.

Sundaram, V. and Sauntson, H. (2015). Discursive silences: using critical linguistic and qualitative analysis to explore the continued absence of pleasure in sex and relationships education in England. Sex Education, 16(3), 240-254.

Sundaram, V. and Sauntson, H. (2016) (Eds.). Global perspectives and key debates in sex and relationships education: Addressing issues of gender, sexuality, plurality and power. Palgrave Pivot.

C) RESEARCH AIMS / QUESTIONS

This project would focus on the views of young people with multiple, intersecting identities including in relation to gender, sexuality, disability, and religion, on the content and delivery of sex and relationships education. It would explore the specific issues that are of significance to young people whose experiences, needs and identities cross-cut a number of characteristics and whose experiences, needs and identities are not currently reflected in the SRE/PSHE curriculum. The project might draw on theoretical work already developed in Australia (e.g. Quinlivan and Allen, 2016) on plurality in SRE in its development and design.

D) METHODS

The project would likely draw on a range of qualitative methods to explore young people’s views on sex and relationships education, with particular reference to issues of ethnicity, sexuality, disability and religion. The project might draw on arts-based and creative methods, including interactive workshops, performance, and crafts to stimulate discussion with young people about these sensitive issues.