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 journalArticle

2 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 languageEnglish (US)
Pages (from-to)1-11
Number of pages11
JournalJournal of Educational Research
DOIs
StateAccepted/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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