Teacher leadership for social change in bilingual and bicultural education / Deborah K. Palmer.

Format:

Book

Author/Creator:

Palmer, Deborah K., 1969- author.

Series:

Bilingual education and bilingualism ; 113.

Bilingual education & bilingualism ; 113

Language:

English

Subjects (All):

Educational leadership--Texas.

Educational leadership.

Multicultural education--Texas.

Multicultural education.

Education, Bilingual--Texas.

Education, Bilingual.

Social change--Texas.

Social change.

Texas.

Physical Description:

x, 198 pages ; 25 cm.

regular print

Place of Publication:

Bristol, UK ; Blue Ridge Summit, PA : Multilingual Matters, [2018]

Summary:

"Bilingual teachers must advocate for their students. Based on the experiences of Spanish-English bilingual teachers in Texas, this book aims to explore, define and understand bilingual teacher leadership. It examines what it means for bilingual teachers to become leaders, the kinds of support they need, and how they experience leadership" -- Provide by publisher.

Contents:

1 Why Bilingual Teacher Leadership? p. 1

Sociohistorical and Demographic Context: Language Ecology of Central Texas p. 2

Getting (Re)Started p. 5

Writing This Book: Bringing in Freire p. 6

The Argument... and Overview of Chapters p. 7

2 Literature Review: Defining Bilingual Teacher Leadership (with Kimberly Strong) p. 12

Bilingual Education: Teachers' Beliefs and Knowledge Matter for Emergent Bilingual Students p. 16

Social Justice Teaching p. 19

Teacher Leadership p. 24

Schoolwide Leadership for Emergent Bilingual Learners p. 29

Bilingual Teacher Leadership p. 30

3 Developing Teacher Agency and Identity in Bilingual/Bicultural Educational Contexts: Critical Pedagogies for Elope and Transformation p. 33

Bakhtinian Dialogue and Identity Development p. 34

Freire, Praxis and Proyecto Maestría as Problem-Posing Education p. 40

4 The Proyecto Maestría Program and the Teachers p. 47

The Proyecto Maestría Cohort Master's Program p. 47

Program Design and Coursework p. 49

Application, Selection and Matriculation Process p. 54

The 53 Proyecto Maestría Teachers p. 55

Individual Focal Participants p. 58

Data Collected p. 63

5 Bilingual Teacher Leaders are Reflexive Practitioners p. 66

Developing Reflexivity p. 70

Making New Knowledge: Teacher Action Research p. 78

Reflection into Action p. 84

Praxis as the Antidote to Discouragement and Burnout: Pursuing Continued Opportunities for Critical Engaged Reflection p. 86

6 Bilingual Teacher Leaders are Cultural/Linguistic Brokers p. 90

Developing Awareness of Cultural/Linguistic Identities: The Proyecto Experience p. 91

Personal Cultural/Linguistic Identities: Schooling as Connection or Disconnection p. 102

7 Bilingual Teacher Leaders are Collaborators p. 115

Learning From and with Others: Co-constructing New Identities, Developing Reflexive Practice, Becoming Advocates p. 118

Carrying Cohort Relationships into Post-Graduation Professional Lives p. 138

Building Professional Community Beyond the Cohort: Local, Regional, State/National p. 140

Teaching Other Teachers p. 143

Collaboration is a Core Element of Bilingual Teacher Leadership p. 155

8 Conclusion: Bilingual Teacher Leaders are Advocates and Change Agents p. 156

Defining Bilingual Teacher Leadership p. 158

Two Cases p. 163.

Notes:

Includes bibliographical references and index.

ISBN:

9781788921435

1788921437

9781788921428

1788921429

OCLC:

1028587353