The Case of the United States: The Need for Critical Teacher Leaders

• In Event: AERA Roundtable Session Sunday 9:45 am
  In Roundtable Session: The Challenges and Possibilities of Teacher Leadership: International Perspectives

Abstract

Traditionally, U.S. public schools have played an important role in assimilating young European immigrants into the American mainstream by serving as the site where they learned about America and their place in it (Lleras-Muney & Shertzer, 2015; Hill, 1919). Since then, the faces of immigrants have changed where, for instance, over 80% of immigrants to the U.S. in higher education identified as non-white in 2022 (Higher Ed Immigrant [HDIP], 2025). In the United States, critical teacher leaders (CTLs) can play an important role in interrupting the processes through which immigrants of color are assimilated away from the American mainstream. In examining teacher advocacy, Author (2022) found that CTLs combined the practices of critical pedagogy with collaborative and ethical leadership to promote social justice both in and out of schools by advocating with and for their most vulnerable students. Critical teacher leadership is a grounded theory developed through five case studies examining the ways that teachers practice advocacy in their school settings (Author, 2022). Among the case studies, two examined the practices of teachers who work specifically with immigrant students. One of these followed three CTLs who developed a leadership program for boys of color. The second case study focused on two English language teachers and one special education teacher from an elementary school that has a large population of English learners who are also from immigrant families. These case studies provide rich examples of the ways that CTLs implement critical pedagogy, and collaborative and ethical leadership as they advocate with and for their students (Author, 2022).

Because CTLs combine practices of critical pedagogy, and collaborative and ethical leadership to promote social justice both in and out of schools, they are well situated to colleagues and students, especially students who are immigrants of color. CTLs directly address issues affecting vulnerable students, providing opportunities and safe spaces in which these students may examine the effects of their lived experiences while critiquing the power relations that pit groups against one another (Author, 2022). For example, CTLs can unpack with students the social constructs that exclude persons of color from the mainstream and situate them as illegitimate members of society. Activities of this nature provide an opportunity for CTLs to examine with students the barriers that marginalize students of color in schools and then to challenge these barriers alongside their students. Under the guidance of CTLs, students may promote peace, unity, and cooperation across their schools and communities. This is particularly important as many children continue to experience the negative consequences of racial injustice, and the rejection of refugees, immigrants, and migrants in the U.S. and internationally. Such circumstances contribute to even more significant marginalization than these children experienced just a few years ago, increasing the exposure of an already vulnerable group. We believe that CTLs are uniquely positioned to help assure that all children, and especially immigrants of color are cared for and that they have opportunities to grow.

Authors

• Jill Bradley-Levine, Ball State University

• Gilbert C. Park, Ball State University