Preprints are early versions of research articles that have not been peer reviewed. They should not be regarded as conclusive and should not be reported in news media as established information.
ScholarOne - Understanding the Impact of “Divisive” Education Legislation on Justice-Oriented Educators in Iowa: A Critical Epistemic Policy Analysis
preprintposted on 2023-08-30, 13:17 authored by Gabriel RodriguezGabriel Rodriguez, Sarah Chase, Nicolas Tanchuk, Nancy Gebhart
This interview-based study examines how justice-oriented K-12 administrators and teachers in Iowa make sense of the recent state-level education policy, H.F. 802. Synthesizing literature on Critical Policy Analysis and epistemic justice, we introduce Critical Epistemic Policy Analysis to understand the micro-level impact of divisive education legislation on efforts to create just and inclusive schools. Findings highlight a sociopolitical terrain with ambivalent and shallow equity commitments, deteriorating support for equity work in schools, and a need to grapple with questions of divisiveness and solidarity in justice-oriented educational activism.
Declaration of conflicts of interestNo
Corresponding author firstname.lastname@example.org
Lead author country
- United States
Lead author institutionUniversity of Illinois at Urbana-Champaign
Ethics statementHuman participants were part of this study and we obtained verbal consent when recruiting participants.
- Yes, I agree to Advance terms
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