ERIC Number: EJ1437316
Record Type: Journal
Publication Date: 2024-Aug-13
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1068-2341
Available Date: N/A
Code-Switching Queer Controversy: Pre-K-8 Educators' Perceptions of LGBT-Inclusive Policy Framing
Jon M. Wargo; Alex Katz
Education Policy Analysis Archives, v32 n44 2024
This paper uses sensemaking theory and frame analysis to examine how a non-system actor's framing for advancing LGBT inclusion, what they called "code-switching," was taken up. Drawing on qualitative interview data generated as part of a larger mixed-methods study, this article examines the material and ideological affordances and constraints of elementary educators implementing the Inclusive Curriculum Law in Illinois (House Bill 246), a law promoting LGBT representation in history textbooks and curriculum. Findings highlight how the impetus to code-switch created a disconnect between policy and perceived practice, which in turn complicated organizational efforts to transform inclusive instruction. As our analyses illustrate, problem framing--refracted here through a non-system agent--not only shaped the direction of proposed solutions but also played a critical role in coordinating individual action and sensemaking.
Descriptors: LGBTQ People, Inclusion, Elementary School Teachers, State Legislation, Middle School Teachers, Teacher Attitudes, Textbook Content, History Instruction, Curriculum, Educational Practices, Teacher Responsibility, Teacher Characteristics
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
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Author Affiliations: N/A