Framed Frictions and Teaching in the Tip: Elementary Educators' Perceptions of LGBTQ+-Inclusive Policy (Poster 22)

• In Event: AERA Poster Session Fifteen
  In Poster Session: Section 3 Poster Session: Curriculum and Instruction

Abstract

Foregrounding how local actors serve as policymakers, this paper analyzes educators’ responses to non-system actors framing of lesbian, gay, bisexual, transgender, and queer (LGBTQ+) inclusive policy. Braiding sensemaking theory with frame analysis, it demonstrates how the possibilities of practice and policy implementation depended, in part, on how teachers made sense of queer inclusion alongside their understanding of the broader purpose of public education and, specifically, the profession of teaching. Yielding insights that forward critical queer policy studies, this paper highlights how educators’ problem-solving was shaped by iterative processes of frame resonance and dissonance, processes mediated by contestation, and the sensemaking dynamics of policy (mis)interpretation itself.

Authors

• Jon M. Wargo, University of Michigan
  Presenting Author

• Alexandra Katz, Boston College
  Presenting Author