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Framing Controversial Identity Issues in Schools: The Case of HB2 and Transgender Bathroom Rights

This paper explores how teachers address controversial identity issues in their classrooms, using transgender bathroom rights as an example. I argue that in cases in which there exists an empirical justification for teaching a controversial identity issue as settled, doing so may be prudent even if it limits democratic discourse.

Author(s):

Wayne Journell
University of North Carolina at Greensboro
United States

 

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