Ideological Clarity and Educational Language Policy Sensemaking

Abstract

Ideological clarity has been defined as a catalyst for more equitable educational practice. However, in the absence of concrete analytic tools, research on ideological clarity has not adequately accounted for why some educators find space to take corresponding sociopolitical action where others do not. In this exploratory qualitative study, I examined the role of ideological clarity in educators’ sensemaking of English language development (ELD) policy. Informed by interviews with 26 ELD educators, I propose a framework and demonstrate its utility for understanding the role of ideological clarity in (en)countering the theoretical and ideological complexities of policies aimed at educational equity.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 2 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.