Examining the Foundations of Culturally and Linguistically Sustaining School Leadership: Towards a Democratic Project of Schooling in Dual Language Bilingual Education

Autor/in	Leu Bonanno, Sandra
Titel	Examining the Foundations of Culturally and Linguistically Sustaining School Leadership: Towards a Democratic Project of Schooling in Dual Language Bilingual Education
Quelle	In: Educational Administration Quarterly, 59 (2023) 1, S.72-111 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leu Bonanno, Sandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X221106972
Schlagwörter	Instructional Leadership; Minority Group Students; Comparative Analysis; Cultural Differences; Self Concept; Teaching Methods; Culturally Relevant Education; Bilingual Education; Educational Environment; School Administration; Principals; Administrator Attitudes; Leadership Role; Grounded Theory; English (Second Language); Second Language Learning; Elementary Secondary Education; Utah + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Kultureller Unterschied; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingual teaching; Bilingualer Unterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Principal; Schulleiter; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	Purpose: Building upon the positive findings from culturally sustaining pedagogical studies, this paper explores how culturally sustaining approaches might operate on an organizational level. Examined in the context of dual language bilingual education (DLBE), this paper proposes a conceptually and empirically-guided culturally and linguistically sustaining school leadership approach (CLSL) as one option for researchers and practitioners to reimagine schools to be more affirming and sustaining for Students of Color (SOC). Research Methods: This project employed a constant comparative analysis across case studies to describe and compare culturally and linguistically sustaining mindsets and practices of DLBE principals in the state of Utah (Miles et al., 2014). Data collection involved participant methods and data analysis was completed through cycles of inductive and deductive qualitative coding. Findings and Implications: The study unveiled four leadership dimensions--"cultivating critical consciousness for self and community, fostering a culturally and linguistically sustaining school climate, supporting culturally sustaining pedagogies, and enacting democratic structures"--that operated in tandem to configure a culturally and linguistically sustaining school leadership. The themes bridge existing literature to define culturally sustaining tenets represented in the leadership role by describing ways principals reimagined schools to benefit SOC rather than solely responding to students' identities and maintaining assimilative student outcomes. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01