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

Corresponding Author:[email protected]

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Sarah Chase
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Nicolas Tanchuk
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Nancy Gebhart
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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.