Radical Notions of Civic Belonging: Understanding Identity Projects as Central to Policy Implementation

• In Event: Sheraton Roundtable Session Thirteen
  In Roundtable Session: Queer Shifts in Theory Methods and Generational Dialogues (Table 19)

Abstract

Situated in critical theories of policy research, this study considers how the statewide inclusive curriculum bill, Colorado HB-19-1192, is interpreted locally and how normative discourses, as seen in local news media, influence stakeholders’ understanding of the policy and implementation. Using identity projects as an analytic lens, we seek to understand the iterative and discursive connections between power, discourse, and ideology; how participants perceive the importance of identity in learning and teaching (e.g., identity detracts from learning); and, instantiations of these interpretations (e.g., inclusion should be based on merit, not identity). This framework allows us to look beyond polarizing “for” and “against” ideologies–to grapple with nuances–and into how these projects work to influence implementation and ultimately position students.

Authors

• Bethy Leonardi, University of Colorado - Boulder
  Presenting Author

• Maria J. Ruiz-Martinez, University of Colorado - Boulder
  Presenting Author

• Page Valentine Regan, University of Colorado - Boulder
  Presenting Author