What's Involved in 'the Work'? Understanding Administrators' Roles in Bringing Trans-Affirming Policies into Practice

Autor/inn/en	Leonardi, Bethy; Staley, Sara
Titel	What's Involved in 'the Work'? Understanding Administrators' Roles in Bringing Trans-Affirming Policies into Practice
Quelle	In: Gender and Education, 30 (2018) 6, S.754-773 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2018.1455967
Schlagwörter	Administrator Role; Educational Policy; Program Implementation; Sexual Identity; Guidelines; School Districts; Administrator Attitudes; School Culture; Student Diversity; Parent Participation; Educational Change; Resistance to Change; Parent Education; Interviews; Administrator Surveys; Elementary Schools; Middle Schools; Family Characteristics; Sexual Orientation; Gender Issues + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Geschlechtsidentität; Sexuelle Identität; Richtlinien; School district; Schulbezirk; Schulkultur; Schulleben; Elternmitwirkung; Bildungsreform; Parents education; Elternbildung; Elternschule; Interviewing; Interviewtechnik; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Sexuelle Orientierung; Geschlechterfrage
Abstract	Researchers have concluded that policy implementation is a process of mutual adaptation between policies and implementers. Our study draws attention to that relationship, especially with respect to policies that challenge assumptions about sex, gender, and sexuality. We focus on how six administrators in one United States school district understood 'the work' of bringing the district's "Guidelines for Supporting Transgender and Gender Nonconforming Students" into practice. Our analysis of interview data focused these questions: How do administrators describe their motivation and commitment to engage in the work? What puzzles of practice do participants name? How do they talk about the work of implementation? What does that work mean/involve in everyday practice? What were their roles? We found that implementation was locally defined and enacted; participants' sense-making, their roles in enacting the Guidelines, and the puzzles they negotiated were influenced by their unique contexts. We share examples of diverse cases in an effort to create policy knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01