Transforming Engagement Practices With Families of English Language Learners: A Social Justice Leadership Case Study

• In Event: Family-School Connections With Immigrant and Multilingual Communities

Abstract

The engagement of immigrant and refugee families in urban schools challenges established practices in educational leadership, as well as policies and practices of inclusion. In this case study, we use a lens of social justice leadership to examine the praxis of two school leaders in an urban charter elementary school that enrolls a high percentage of English language learners from immigrant and refugee families, The leaders’ praxis show evidence of pro-active and reflexive leadership in addressing challenges associated with multilingual family engagement through building trust and support, developing inclusive communities, creating systemic change, and supporting these families in larger sociopolitical contexts.

Authors

• Vera J. Lee, Drexel University

• Kristine Lewis Grant, Drexel University

• Barbara Hoekje, Drexel University