Social Justice Leadership on the Border: Fostering Dual-Language Education and Meaningful Family Engagement for Historically Marginalized Communities

• In Event: 42.042 - Practice in the Borderlands: Teaching and Teacher Education and the Promise of Educational Opportunities

Abstract

Objectives
This paper highlights the important role of principals in creating culturally responsive and inclusive dual language schools that address the social, emotional, and academic needs of all students. We draw from our existing research focused on principals and dual language education in one large urban district along the U.S.-Mexico border.

Theoretical Framework
“Effective” principals are often described as instructional leaders who foster high academic standards for all students through a culture of inquiry and collaboration (Neumerski, 2013; Ylimaki & Jacobson, 2013). We present a social justice leadership framework that expands upon what is “effective leadership” to specifically explore distributive, cultural, and associational justice (Fraser, 1997; Gewirtz, 2006). This framework highlights the importance of acknowledging that “social justice” is more than closing achievement gaps (Furman, 2012; Shields, 2004), but also ensuring students have access to equitable learning opportunities in inclusive classrooms (distributive justice), that all students and families are culturally valued through social interactions with the school and in curricula (cultural justice), and that parents and students have the opportunity to make informed decisions and act on their own behalf (associational justice).

This form of leadership speaks to issues of marginalization along the border and the marginalization of Mexican and Mexican-American communities unable to meaningfully participate as valued partners in schools. We briefly review literature on dual language to highlight its inherent link to social justice and the effective leadership practices that promote dual language (Elfers & Stritikus, 2014; Menken & Solorza, 2015; Weimelt & Welton, 2015).

Methods
We have conducted qualitative case studies in 6 dual language schools and monitored a district-wide dual language implementation. After describing the different methodological approaches used, we identify and describe two case studies of elementary schools implementing dual language. One school is just beginning dual language and struggling with implementation and meaningful parent engagement while the other has been implementing dual language for more than 17 years and has won numerous awards.

Results
We found school leaders for social justice (a) creating school and community culture that supports dual language; (b) developing parents and teachers to value the role that Spanish plays in their children’s education; (c) identifying and addressing challenges for teachers, students, and families; and (d) providing teachers and families with input in important decisions about curricula and pedagogy. Of note to this symposium, our findings suggest that false narratives describing the success of past generations immigrant groups in learning English through full immersion have propelled many teachers and families regardless of race or class to view the Spanish and border history and culture through a deficit lens (Zamudio, Russell, Rios, & Bridgeman, 2011).

Scholarly significance
Leaders must not only ensure teachers and families recognize the benefits of dual, but also engage in advocacy and help all stakeholders understand the richness of their linguistic/cultural backgrounds and reengage in school governance. Our recommendations are relevant to scholars and researchers, but also district leaders, school leaders, and teacher educators.

Authors

• Elena Izquierdo, The University of Texas - El Paso

• David Edward DeMatthews, The University of Texas - El Paso