@article{journell_framing_2017,
	title = {Framing {Controversial} {Identity} {Issues} in {Schools}: {The} {Case} of {HB2}, {Bathroom} {Equity}, and {Transgender} {Students}},
	volume = {50},
	issn = {1066-5684},
	shorttitle = {Framing {Controversial} {Identity} {Issues} in {Schools}},
	url = {https://doi.org/10.1080/10665684.2017.1393640},
	doi = {10.1080/10665684.2017.1393640},
	abstract = {This article explores how teachers might address controversial identity issues in their classrooms, using the 2016 North Carolina House Bill 2 that raised the issue of transgender bathroom rights to the forefront of societal discourse as an example. I analyze the issue using the three most commonly cited criteria for determining the openness of controversial issues: epistemic, political, and politically authentic. I then discuss the challenges teachers face when confronted with issues that are epistemically settled but publicly open and implicate students' identities. I conclude by arguing that in those cases in which there exists a clear empirical justification for teaching a controversial identity issue as settled, doing so may be prudent even if it limits democratic discourse or presents an inherent risk for teachers.},
	number = {4},
	urldate = {2018-07-02},
	journal = {Equity \& Excellence in Education},
	author = {Journell, Wayne},
	month = oct,
	year = {2017},
	pages = {339--354},
}

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