ABSTRACT

This paper maps the development of a response-able (Barad 2007), creative professional learning programme for in-service teachers of an unfolding relationships and sexuality education (RSE) curriculum in Wales (UK) where the authors are uniquely and deeply entangled. We chart crucial aspects of the ethical, political and creative praxis informing this journey and explore how the post-qualitative concepts of darta and dartaphacts (Renold 2018), through creative audits facilitated by teachers that surfaced what students know and wonder about RSE, challenge assumptions about ‘what matters’ in RSE for children and young people. We diffractively analyse teachers’ experiences of conducting creative audits across three post-qualitative vignettes and a poem. These dartaphacts-in-the-making offer glimpses at the boundless potential of making student voice matter, which we argue can spark and sustain a co-produced curriculum that comes from and stays close to ‘what matters’.

摘要

本文描绘了针对威尔士（英国）正在发展的关系和性教育（RSE）课程的在职教师的响应型（Barad 2007），创造性专业学习计划的发展情况，作者在其中深深地陷入了困境。我们绘制了道德，政治和创造性实践的关键方面的图表，为这一旅程提供了信息，并通过教师的创造性审核，揭示了学生对RSE的了解和质疑以及挑战性假设，从而探讨了darta和dartaphacts的后定性概念（Renold 2018）。关于RSE中针对儿童和年轻人的“重要事项”。我们通过三个定性的小插曲和一首诗，对教师进行创意审核的经验进行了差异分析。