Mapping the reality of relationshop and sex education in the UK: A phenomenographic exploration of stakeholder conceptions regarding religious and political issues affecting a school’s implementation of policy.

Sammanfattning: Aim: This case study aims to ontologically map out the conceptions that stakeholders in a small rural school in Norfolk have regarding the new statutory guidance for relationship and sex education (RSE). The main areas of exploration are the conditions under which RSE is understood, structured and taught. Theory: Phenomenography is the interpretive framework in which this thesis operates, making use of the epistemological and ontological assumptions the approach provides. Issues of political tension between the perceived democratic rights of different groups, and systemic problems associated with neoliberalism are explored using this framework. This enables me to build up a clear map of the issues and realities facing the implementation of the new statutory guidance for RSE. Method: This case study is carried out using the principles of phenomenography with results analysed using variation theory as a guiding principle in order to build up an ontological map of the phenomenon of interest: the relationship between the statutory guidance for RSE and the views of stakeholders. Therefore, it uses semi-structured interviews to access the second order perspectives of stakeholders, using phenomenography as an empirical qualitative analysis method in which stakeholder conceptions emerge. These conceptions are then evidenced and presented in an outcome space. Results: The phenomenon of interest is the way in which stakeholders understand and relate to the new statutory guidance for RSE. The analysis results in five referential aspects which each represent how stakeholders relate to the statutory guidance for RSE. I find that stakeholders initially perceive the statutory guidance as an affirmation of school policy; stakeholder perceptions demonstrate the school was already performing at the standard required by the new statutory guidance. Next, I find that stakeholders all share a vision for RSE, with much agreement and harmony on the aims and perceived importance of the subject. The third referential aspect reflects variation on what adequacy and compromise mean, with stakeholder perceptions showing tension reflective of frustrations at the lack of subject and departmental development, coupled with the satisfaction that within an imperfect system the lessons continue to function as well as is possible. Fourth, stakeholders display different views on feeling helpless to school teaching and timetabling structures, along with a lack of funding and training offered with the release of the guidance, lamenting the lack of integration RSE has in wider society. The last referential aspect looks at communication and transparency, reflecting successes the school has had with the local community whilst demonstrating some issues of opaque communication between management and teaching staff