Navigating the complexities at an LGBTQQI-identified charter school: An ethnography of c/overt narratives

Kristopher M. Goodrich; Melissa M Luke

doi:10.1080/00220671.2014.927342

Navigating the complexities at an LGBTQQI-identified charter school: An ethnography of c/overt narratives

Kristopher M. Goodrich, Melissa M Luke

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

The authors describe ethnographic research exploring the experiences of school stakeholders at a lesbian, gay, bisexual, transgender, queer, questioning, and intersex (LGBTQQI)–identified charter school. Participants evidenced use of an overt and covert narrative that appeared to reflect how they navigated the complexities at the LGBTQQI-identified charter school. Participants’ narrative included 5 broad themes of complexity: (a) a negotiation of autonomy with support and belonging, (b) ambiguities in professional roles and boundaries, (c) inconsistency across educational standards and assessment, (d) interaction between individual and collective identity, and (e) the gap between needs and resources. Implications for future practice and research are explored.

Original language	English (US)
Pages (from-to)	1-11
Number of pages	11
Journal	Journal of Educational Research
DOIs	https://doi.org/10.1080/00220671.2014.927342
State	Accepted/In press - Jan 21 2016

Keywords

Applied ethnography
complexity
covert narrative
LGBTQQI
overt narrative
professional school counseling

ASJC Scopus subject areas

Education

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10.1080/00220671.2014.927342

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AB - The authors describe ethnographic research exploring the experiences of school stakeholders at a lesbian, gay, bisexual, transgender, queer, questioning, and intersex (LGBTQQI)–identified charter school. Participants evidenced use of an overt and covert narrative that appeared to reflect how they navigated the complexities at the LGBTQQI-identified charter school. Participants’ narrative included 5 broad themes of complexity: (a) a negotiation of autonomy with support and belonging, (b) ambiguities in professional roles and boundaries, (c) inconsistency across educational standards and assessment, (d) interaction between individual and collective identity, and (e) the gap between needs and resources. Implications for future practice and research are explored.

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Navigating the complexities at an LGBTQQI-identified charter school: An ethnography of c/overt narratives

Abstract

Keywords

ASJC Scopus subject areas

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