The Importance of Principals Supporting Dual Language Education: A Social Justice Leadership Framework

DeMatthews, David E.; Izquierdo, Elena

doi:10.1080/15348431.2017.1282365

Cited by 34 publications

(24 citation statements)

References 73 publications

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“…This admission reveals a tension between a social justice‐oriented understanding of the purpose of dual language programs (DeMatthews and Izquierdo 2018) and the overwhelming, perhaps even overpowering, desire to keep the kids who can keep her scores up. This tension can also be illustrated through competing definitions of success.…”

Section: Resultsmentioning

confidence: 99%

“Part of Their Chemistry”: The Reproduction of Neoliberal Governmentality in Principal and Teacher Subjectivities

Duarte

2021

Anthropology & Edu Quarterly

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In the voyage to increase student achievement, centralized education agencies apply pressure to school principals and teachers in ways that transform their work. This critical ethnographic study of a historically underperforming public elementary school serving predominantly Latinx/a/o students in Texas utilized poststructural theories of subjectivity to demonstrate how the political system of educational policy governs, in plural and contradictory ways, a principal and her teachers in a school serving marginalized youth. The results expose the ways in which neoliberal power is reproduced through the participants who questioned and subtly resisted the practices that they implemented to improve student achievement. The study has implications for both practitioners and researchers to come together in order to reconcile the difficult subjectivities that participants exhibited while they implemented neoliberal policies.

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Section: Resultsmentioning

confidence: 99%

“Part of Their Chemistry”: The Reproduction of Neoliberal Governmentality in Principal and Teacher Subjectivities

Duarte

2021

Anthropology & Edu Quarterly

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“…Beyond the classroom, research has found that educator practices can determine how immigrant-origin students access educational opportunities via academic and language programs, structured interactions with nonimmigrant peers, and a range of support services (Crawford & Fishman-Weaver, 2016;Hopkins et al, 2015;Lowenhaupt & Scanlan, 2020). Schoolwide practices that build on students' assets, such as bilingual programs, have been shown to promote student belonging (DeMatthews & Izquierdo, 2018;Dorner, 2012). In addition to teachers, school social workers, administrators, and other staff are also responsible for supporting immigrant-origin students and families (Crawford, 2017;DeMatthews & Izquierdo, 2018;Mavrogordato & White, 2020;S.…”

Section: Immigration Policy In Educator Practicementioning

confidence: 99%

“…Schoolwide practices that build on students' assets, such as bilingual programs, have been shown to promote student belonging (DeMatthews & Izquierdo, 2018;Dorner, 2012). In addition to teachers, school social workers, administrators, and other staff are also responsible for supporting immigrant-origin students and families (Crawford, 2017;DeMatthews & Izquierdo, 2018;Mavrogordato & White, 2020;S. Rodriguez, 2020).…”

Section: Immigration Policy In Educator Practicementioning

confidence: 99%

Safety and Belonging in Immigrant-Serving Districts: Domains of Educator Practice in a Charged Political Landscape

2021

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Drawing from a context of reception framework, this article asks the following questions: How do educators describe issues of safety and belonging in the context of a charged immigration policy climate? What practices have educators developed to support immigrant-origin youth? And, what are the relationships between educators’ perceptions of safety and belonging and educator practices? We analyze educators’ survey responses administered across six school districts in different contexts across the United States, including the Northeast, Midwest, South, and West. We synthesize four domains of educator practice: signaling affirmation, building shared knowledge and capacity, finding and mobilizing resources, and creating space for conversation. Through this work, we connect the domain of safety as a perennial theme to safety as a practice. We discuss the implications of this and the need for future work that critically analyzes educators’ practice in relation to immigrant-origin youth for more generative contexts—contexts of development, not merely reception.

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“…Generally, dual language tends to resemble two primary models: 50:50 and 90:10. In a 50:50 model, instruction is given half the day in English and half the day in Spanish through all grades (DeMatthews & Izquierdo, 2017). In a 90:10 model, kindergarten students receive 90% of instruction in one language and 10% in the second language, with the percentage moving to 50% in each language by fourth or fifth grade.…”

Section: Mexican American Ells and Culturally Relevant Pedagogymentioning

confidence: 99%

Supporting Mexican American Immigrant Students on the Border: A Case Study of Culturally Responsive Leadership in a Dual Language Elementary School

DeMatthews

Izquierdo

2018

Urban Education

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Mexican American students constitute the largest group of Latina/os in the United States and have been subjected to a number of educational and social injustices, particularly with relation to how their cultural and linguistic assets are viewed within public schools. This qualitative case study considers culturally responsive leadership in a Mexican American immigrant community and examines two primary research questions: (a) What principal actions support creating a culturally responsive school partly through dual language education; and (b) What leadership challenges arise in the development of a more culturally responsive school?

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The Importance of Principals Supporting Dual Language Education: A Social Justice Leadership Framework

Cited by 34 publications

References 73 publications

“Part of Their Chemistry”: The Reproduction of Neoliberal Governmentality in Principal and Teacher Subjectivities

“Part of Their Chemistry”: The Reproduction of Neoliberal Governmentality in Principal and Teacher Subjectivities

Safety and Belonging in Immigrant-Serving Districts: Domains of Educator Practice in a Charged Political Landscape

Supporting Mexican American Immigrant Students on the Border: A Case Study of Culturally Responsive Leadership in a Dual Language Elementary School

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