Abstract
This paper examines recent anti-LGBQT+ educational bills proposed in
Virginia. Using Institutional Theory and Poststructural Policy Analysis,
we delineate how these texts reproduce repressive ideologies and may
affect the subjectification and objectification of educators and
students while impacting their experiences within educational
institutions. We argue that a) these dictates may adversely affect
relationships among educators, students, and families, b)
identity-specificity is a fundamental component of educational quality,
and c) policy generated without the input of those about whom such
policy revolves may problematize issues in ways that reinforce
oppressive regimes thereby harming the systems which the policy targets.