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Navigating the complexities at an LGBTQQI-identified charter school: An ethnography of c/overt narratives
Authors:Kristopher M. Goodrich  Melissa Luke
Affiliation:1. Counselor Education Program, Department of Individual, Family, and Community Education, University of New Mexico, Albuquerque, New Mexico, USA;2. Counseling and Human Services, Syracuse University, Syracuse, New York, USA
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.
Keywords:Applied ethnography  complexity  covert narrative  LGBTQQI  overt narrative  professional school counseling
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