Supporting Bilingual Teachers to Be Leaders for Social Change: "I Must Create Advocates for Biliteracy."

Autor/in	Palmer, Deborah K.
Titel	Supporting Bilingual Teachers to Be Leaders for Social Change: "I Must Create Advocates for Biliteracy."
Quelle	In: International Multilingual Research Journal, 12 (2018) 3, S.203-216 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2018.1474063
Schlagwörter	Bilingual Teachers; Literacy; Bilingualism; Interviews; Teacher Leadership; Social Change; Critical Theory; Teaching Methods; Hispanic Americans; Professional Identity; Masters Programs; Graduate Study; Bilingual Education; Disadvantaged; Self Concept; Communities of Practice; Faculty Development; Program Descriptions; Grounded Theory; Computer Mediated Communication; Elementary School Teachers; Personal Narratives; Social Networks; Texas (Austin) + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Interviewing; Interviewtechnik; Lehrerfunktionsstelle; Sozialer Wandel; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Hispanic; Hispanoamerikaner; Magister course; Magisterstudiengang; Aufbaustudium; Graduiertenstudium; Hauptstudium; Bilingual teaching; Bilingualer Unterricht; Selbstkonzept; Community; Computerkonferenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Erlebniserzählung; Social network; Soziales Netzwerk
Abstract	Teacher leadership has been variously defined but generally understood as expanding teachers' visions beyond their own classrooms. Bilingual education teachers, working with emergent bilingual students in often marginalized situations and contexts, must develop a critical consciousness to embrace leadership identities. This requires engaging in critical reflexive practice, embracing their own and their students' cultural/linguistic identities, and locating allies to form a professional community. I share two experienced Latina bilingual education teachers' journeys to embracing leadership identities, drawing on interviews and artifacts from both during and following their participation in a cohort-based university master's degree program in bilingual education and teacher leadership. While data analysis occurred using a grounded theory approach, in the final stages Freire's Critical Pedagogies was embraced as a theoretical framework. Drawing on conceptions of "conscientizão," dialogue, and praxis, I offer a more theoretically and critically grounded definition of bilingual teacher leadership for social change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01