Code-Switching Queer Controversy - Pre-K-8 Educators’ Perceptions of LGBT-Inclusive Policy Framing

Oct 15, 2026

Uploaded by dawugda

This paper uses sensemaking theory and frame analysis to examine how a non-system actor’s framing for advancing LGBT inclusion—called code-switching—was taken up in practice. Drawing on qualitative interviews from a larger mixed-methods study, it analyzes the material and ideological affordances and constraints faced by Pre-K-8 educators implementing Illinois’ Inclusive Curriculum Law (House Bill 246). Findings show that the impetus to code-switch created a disconnect between policy and perceived practice, complicating organizational efforts to transform inclusive instruction.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages25

Reading Time1 h 3 min

AccessFree to download

Abstract

Sensemaking and frame analysis

Policy implementation context (Illinois H.B. 246)

Findings and implications for inclusive instruction

| education policy analysis archives
A peer-reviewed, independent, open access, multilingual journal | | | --- | --- | | Arizona State University | | | Volume 32 Number 44 August 13 , 2024 ISSN 1068-2341 | | Code-Switching Queer Controversy: Pre-K-8 Educators’Perceptions of LGBT-Inclusive Policy Framing Jon M. Wargo University of Michigan – Ann Arbor United States & Alex Katz Northeastern University United States Citation: Wargo, J. M., & Katz, A. (2024). Code-switching queer controversy: Pre-K-8 educators’perceptions of LGBT-inclusive policy framing. Education Policy Analysis Archives, 32 (44) . [https://doi.org/10.14507/epaa.32.8503](https://doi.org/10.14507/epaa.32.8503) Abstract: This paper uses sensemaking theory and frame analysis to examine how a non-system actor’s framing for advancing LGBT inclusion, what they called code-switching, was taken up. Drawing on qualitative interview data generated as part of a larger mixed-methods study, this article examines the material and ideological affordances and constraints of elementary educators implementing the Inclusive Curriculum Law in Illinois (House Bill 246), a law promoting LGBT representation in history textbooks and curriculum. Findings highlight how the impetus to code-switch created a disconnect between policy and perceived practice, which in turn complicated organizational efforts to transform inclusive instruction. As our analyses illustrate, problem framing—refracted here through a non-system agent—not only shaped the direction of proposed solutions but also played a critical role in coordinating individual action and sensemaking. Keywords: sensemaking theory; frame analysis; policy implementation; LGBTQ+; codeswitching Controversia queer sobre el cambio de código: Percepciones de los educadores de Pre-K-8 sobre el marco político inclusivo LGBT Resumen: Este artículo utiliza la teoría de la sensemaking y el análisis del marco para examinar cómo el marco de un actor no sistémico para promover la inclusión LGBT, lo que llamaron cambio de código, fue adoptado. Basándose en datos de entrevistas cualitativas generados como parte de un estudio más amplio de métodos mixtos, este artículo examina las posibilidades y limitaciones materiales e ideológicas de los educadores de primaria que implementaron la Ley de Currículo Inclusivo en Illinois (House Bill 246), una ley que promueve la representación LGBT en los libros de texto y currículo de historia. Los hallazgos resaltan cómo el impulso para cambiar de código creó una desconexión entre lapolítica y la práctica percibida, lo que a su vez complicó los esfuerzos organizacionales para transformar la instrucción inclusiva. Como ilustran nuestros análisis, el marco del problema– refractado aquí a través de un agente no sistémico– no solo moldeó a la dirección de lassoluciones propuestas, sino que también jugó un papel crítico en la coordinación de laacción individual y la creación de sentido. Palabras-clave: teoría del sensemaking; análisis de marcos; implementación de políticas; LGBTQ+; cambio de código Controvérsia queer sobre troca de código: Percepções dos educadores pré-escolares ao 8º ano sobre a formulação de políticas inclusivas para LGBT Resumo: Este artigo utiliza a teoria do sensemaking e a análise de enquadramento para examinar como o enquadramento de um ator não-sistema para o avanço da inclusão LGBT, o que eles chamam de troca de código, foi adotado. Com base em dados de entrevistas qualitativas gerados como parte de um estudo maior de métodos mistos, este artigo examina as possibilidades e restrições materiais e ideológicas de educadores do ensino fundamental que implementam a Lei do Currículo Inclusivo em Illinois (House Bill 246), uma lei que promove a representação LGBT em livros didáticos e currículos de história. A descoberta destaca como o ímpeto para a mudança de código criou uma desconexão entre a política e aprática percebida, o que por sua vez complicou os esforços

FAQs

What theoretical approach does the paper use to study code-switching in LGBT-inclusive policy?

It applies sensemaking theory and frame analysis to examine how the code-switching framing was taken up and how it shaped responses to inclusive policy implementation.

Which policy is central to the study, and what does it require?

The study focuses on Illinois’ Inclusive Curriculum Law (House Bill 246), which requires including LGBTQ+ roles and contributions in history and social science education before finishing grade 8.

What key problem does the paper identify between policy goals and educators’ perceived practice?

It finds that the impetus to code-switch produced a disconnect between policy and perceived practice, complicating organizational efforts to transform inclusive instruction.

Oct 15, 2026

Uploaded by dawugda