From pedagogies of exposure to cultures of conversation: exploring discomfort and engagement in relationships and sex education (RSE) continuing professional development

Abstract

ABSTRACT This paper addresses the gap in the literature concerning factors inhibiting the provision of continuing professional development (CPD) for relationships and sex education in English schools. Using Bourdieu’s theoretical framework, it examines resistance to relationships and sex education CPD at a personal and institutional level in a south coast English school. Findings suggest that commonly used CPD approaches based on a deficit model and pedagogies of exposure are ineffective in bringing about change in strongly cisheteronormative secondary school settings. Using data from focus groups, a case study is used to explore this phenomenon and alternatives to conventional CPD approaches. Findings reveal that resistance to relationships and sex education CPD manifests in personal resistance (teacher’s habitus conflicting with CPD) and professional resistance (misalignment of training’s capital value with teacher’s accrued capital). Both forms of resistance negatively impact CPD effectiveness. A Culture of Conversation approach is proposed to create reflexive spaces that disrupt cisheteronormative institutional doxa and challenge individual resistance. While limited to a single field site, the research points to potential in developing a culture of conversation as appropriate, ethical and more effective relationships and sex education CPD strategy.