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AutorenRodriguez, Mariela Aime; Alanis, Iliana
TitelNegotiating Linguistic and Cultural Identity: One Borderlander's Leadership Initiative
QuelleIn: International Journal of Leadership in Education, 14 (2011) 1, S.103-117 (15 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1360-3124
SchlagwörterLinguistics; Epistemology; Instructional Leadership; Principals; Cultural Pluralism; Case Studies; Language Minorities; Evaluation; Minority Groups; Hispanic Americans; Spanish; Bilingual Education; Bilingualism; Academic Achievement; Elementary Schools; Elementary School Students; Native Speakers; Spanish Speaking; Interviews; Accountability; Texas
AbstractMeeting the academic needs of linguistically and culturally diverse students requires new perspectives on behalf of school leaders. Using the concept of the border epistemology of school leadership, this case study reveals the work of one "borderlander" in a dual-language school. Telling her story through self-reflection, the voices of her teachers and the success of her students, three critical components of effective educational leadership in a dual-language school were identified. These included advocacy, socially cognizant behaviour and curriculum expertise. Implications for school leadership within high poverty and high language-minority populations require the principal's role to become more than supervising curriculum, managing budgets and evaluating teachers but rather one of a "borderlander" who rejects deficit perspectives and promotes the acceptance and integration of all cultural and linguistic groups. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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