Beyond 'Good Catholic Girls': Exploring the Role of Statutory RSE in Young Women's Constructions of Sexual Agency in Catholic Schools

超越“好天主教女孩”：探索法定 RSE 在天主教学校年轻女性性代理建设中的作用

• 批准号: 2400020
• 金额: --
• 依托单位: University of Birmingham
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2400020
• 关键词: Beyond; Good; Catholic; Girls; Exploring

This research examines the impact of new statutory Relationships and Sex Education (RSE) policy within Catholic on the lives and experiences of young women. The 21st century has seen exponential change in the socio-political positioning of young women. Sex education is increasingly recognised as an essential component of policy initiatives designed to uphold the health, wellbeing and prosperity of young women globally. From September 2020, faith schools in England will, for the first time, be mandated to provide statutory RSE to all secondary level pupils. However, at a time where conservative religious groups, including the Catholic Church, have expressed opposition to the introduction of 'progressive' sex education models, the ability of Catholic schools in England to meet these overarching RSE policy aims becomes a timely empirical question. This work bridges appraisal of the implementation of new statutory RSE measures within Catholic schools with critical analysis of the construction and understanding of girlhood within broader sex education policy discourse. Sex Education policy in England has levied significant sociological criticism, particularly from feminist scholars who suggest that sex education can uphold harmful norms of gender, class and race. As such, the introduction of statutory RSE within faith schools sees the socio-economic positioning of secular RSE intersected with theological perspectives on sexuality. Sex education can offer a significant form of support as they navigate these discourses, allowing them to make safe, informed and active sexual choices. However, the impact of current and developing RSE policy content within English Catholic schools on young women's lives remains unknown. By developing a policy analysis of statutory RSE that centralises the voices of young women, my work provides a timely assessment as to the lived impact of contemporary Catholic sex education. This research furthers feminist empirical work surrounding adolescent women, sexuality and identity. This work is bolstered by an interpretative, feminist methodology , employing an 'activist research' stance that emboldens marginalised voices and adopts a reflexive researcher position (Fine, 1992). Data will be collected from a study of 25 young women educated in Catholic secondary schools in the West Midlands. The sample will be collated across five schools of varying socio-economic and performance indicators. I aim to build on networks with teachers established during my MRes research to negotiate access to schools. Socio-economic and faith identities play a crucial role in young people's engagement with sexual narratives, therefore ensuring a diverse sample across these axes is essential to a full investigation of the impact of RSE. The experiences of gender-oppression can often require in-depth methods of data collection (Marshall, 1999). Thus, I will employ a combination of semi-structured interviews and focus groups with the participants in order to develop a nuanced view of both individual and collective relationships to sexuality. I will use the listening guide method of analysis (Tolman, 2002) which identifies different 'voices' participants may use when discussing issues such as sexuality, supported by Nvivo software to develop thematic coding of young women's experiences and perceptions. Overall, this work advocates for an intersectional and critical reframing of girlhood within RSE policy development and implementation. By employing a critical theoretical lens, this work envisages a model of sex education that actively seeks to improve the material conditions of young women.

这项研究研究了天主教对年轻妇女生活和经历的新法定关系和性教育（RSE）政策的影响。 21世纪已经看到了年轻女性社会政治定位的指数变化。性教育越来越多地被认为是旨在维护全球年轻妇女的健康，福祉和繁荣的政策倡议的重要组成部分。从2020年9月开始，英格兰的信仰学校将首次要求向所有二级学生提供法定RSE。但是，在包括天主教包括的保守派宗教团体表示反对引入“进步”性教育模型的时候，英格兰天主教学校达到这些总体RSE政策的目标的能力成为及时的经验问题。这项工作桥梁评估了对天主教学校内新法定措施的实施，对更广泛的性教育政策话语中少女时代的建设和理解进行了批判性分析。英格兰的性教育政策提出了重大的社会学批评，特别是来自女权主义学者，他们认为性教育可以维护性别，阶级和种族的有害规范。因此，在信仰学校内引入法定RSE会看到世俗RSE的社会经济定位与性别的神学观点相交。性教育可以在他们浏览这些话语时提供一种重要的支持形式，使他们能够做出安全，明智和积极的性选择。但是，英国天主教学校中目前和制定RSE政策内容对年轻妇女生活的影响仍然未知。通过对法定RSE的政策分析，将年轻妇女的声音集中到中心，我的工作及时评估了当代天主教性教育的生活影响。这项研究进一步推进了围绕青少年妇女，性和身份的女权主义经验工作。这项工作是由一种解释性的女权主义方法来支持的，采用了“激进研究”的立场，该立场煽动了边缘化的声音并采用了反思性的研究人员立场（Fine，1992）。将从对西米德兰兹天主教中学教育的25名年轻女性的研究中收集数据。该样本将在五所不同的社会经济和绩效指标的学校中进行整理。我的目标是与在MRES研究中建立的教师建立的网络建立，以协商进入学校的机会。社会经济和信仰的身份在年轻人与性叙事的互动中起着至关重要的作用，因此确保在这些轴上进行多样化的样本对于对RSE的影响进行全面研究至关重要。性别压迫的经验通常需要深入的数据收集方法（Marshall，1999）。因此，我将采用半结构化访谈和与参与者的焦点小组的结合，以发展对性别和性关系的细微差别。我将使用聆听指南分析方法（Tolman，2002），该方法在讨论诸如性行为之类的问题时可能会使用不同的“声音”参与者使用，并在Nvivo Software支持诸如性行为之类的问题时可以对年轻女性的经历和看法进行主题编码。总体而言，这项工作倡导在RSE政策制定和实施中对少女时代的交叉和批判性重新构架。通过采用批判性理论视角，这项工作设想了一种性教育模型，该模型积极寻求改善年轻女性的物质条件。