Critical Bilingual Leadership: Liderazgo for Emergent Bilingual Latina/o Students

• In Event: Fostering Culturally Relevant and Appropriate Learning Environments for Diverse Learners

Abstract

In the times of subtractive educational policies (Valenzuela, 1999), schools desperately need principals who can foster more socially just bilingual schools that are culturally and linguistically responsive to the Emergent Bilingual Latina/o Students (EBLS) who attend them. Therefore, the purpose of this case study using critical ethnographic methods (Madison, 2010) is to examine an innovative conceptual framework for studying the role of critical-oriented principal leadership for EBLS. In this study, I combine transformative leadership theory (Cooper, 2009; Shields, 2010; Theoharis, 2007) and Latina/o Critical Race Theory (LatCrit) (Solórzano & Yosso, 2000) in order to examine a new leadership framework: Critical Bilingual Leadership (Liderazgo).

Author

• Joseph Wiemelt, University of Illinois at Urbana-Champaign