ScholarOne - Understanding the Impact of “Divisive” Education
Legislation on Justice-Oriented Educators in Iowa: A Critical Epistemic
Policy Analysis
- Gabriel Rodriguez,
- Sarah Chase,
- Nicolas Tanchuk,
- Nancy Gebhart
Abstract
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.