“It’s Not Just Pride Flags and Pronoun Pins. It’s Personal”: LGBTQ+ Educators’ Storying Epistemic (In)Justice

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Disrupting Normativity and Engaging Criticality (Table 26)

Abstract

Exploring how state-level LGBT-inclusive policy mediated the lives and lived realities for LGBTQ2+ educators, this presentation draws on data from a larger sequential mixed methods investigation to ask the following:
• How did lesbian, gay, bisexual, transgender, queer, and two-spirit (LGBTQ2+) identifying educators in the first year of policy enactment interpret H.B. 246?
• How did LGBTQ2+ identifying educators understand H.B. 246, and queer inclusive policy more broadly, as forms of epistemic (in)justice?
Building on scholarship that considers how educational policy is interpreted, implemented, and mediated, this study reveals the promises, paradoxes, and precarity embedded in LGBT-inclusive policy for LGBTQ2+ teachers.

Author

• Jon M. Wargo, University of Michigan