Research and Policy: Erasing LGBTQIA+ Life in the Name of Parental Rights? Pursuing Epistemic Justice in Elementary English Language Arts after Mahmoud v. Taylor | Synapse
Research and Policy: Erasing LGBTQIA+ Life in the Name of Parental Rights? Pursuing Epistemic Justice in Elementary English Language Arts after Mahmoud v. Taylor
This column examines how the case of Mahmoud v. Taylor contributes to epistemic injustice in education.
Analyzes the implications of the Mahmoud v. Taylor case on educational policies.
Explores strategies for English language arts teachers to promote justice.
Encourages reflection among educators on their roles in addressing injustice.
Highlights the negative impact of epistemic injustice on LGBTQIA+ representation in education.
Suggests practical ways for teachers to resist injustice and foster equitable learning environments.
Abstract
This column underscores how Mahmoud v. Taylor fuels epistemic injustice and, through asking “what can I do?,” guides English language arts teachers to resist and foster justice.