The Importance of Principals Supporting Dual Language Education: A Social Justice Leadership Framework

2017 ◽  
Vol 17 (1) ◽  
pp. 53-70 ◽  
Author(s):  
David DeMatthews ◽  
Elena Izquierdo
Keyword(s):  
Social Justice ◽  
Dual Language ◽  
Language Education ◽  
Social Justice Leadership ◽  
Dual Language Education ◽  
Leadership Framework

scholarly journals Righting past wrongs: A superintendent’s social justice leadership for dual language education along the U.S.-Mexico border

2017 ◽  
Vol 25 ◽  
pp. 1 ◽  
Author(s):  
David DeMatthews ◽  
Elena Izquierdo ◽  
David S. Knight
Keyword(s):  
Social Justice ◽  
Mexican American ◽  
Dual Language ◽  
Large Scale ◽  
Language Education ◽  
Future Research ◽  
Emergent Bilinguals ◽  
Social Justice Leadership ◽  
Dual Language Education

The role of superintendents in adopting and developing dual language education and other equity-oriented reforms that support the unique needs of Latina/o emergent bilinguals is a relatively unexplored area in educational leadership and policy research. Drawing upon theories of social justice leadership, this article examines how one superintendent in the El Paso Independent School District (EPISD) engaged in leadership to address injustices against Mexican and Mexican-American emergent bilinguals through the implementation of district-wide dual language education. EPISD provided a strategic site for this study because the previous superintendent and administration were part of a large-scale cheating scandal that “disappeared” hundreds of Mexican and Mexican-American students. This study highlights the important role of the superintendent in supporting equity-oriented school reforms such as dual language education, identifies specific actions and values pertinent to social justice leadership at the district level, and describes the ways leaders can take advantage of political opportunities, frame educational injustices in ways that mobilize key stakeholders, and utilize networks and grassroots movements for social justice means. The article concludes with implications for future research.

scholarly journals Toward a Social Justice Model for an EdD Program in Higher Education

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Phillis George
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Doctoral Program ◽  
Social Justice Leadership ◽  
Initial Examination ◽  
Curriculum And Pedagogy ◽  
Secondary Administrators ◽  
Leadership Framework ◽  
Justice Model ◽  
Education Administrators

Evaluative in nature, this article includes an initial examination of a doctoral program uniquely designed to prepare higher education administrators and practitioners to be socially just and equity-minded leaders.  The program emphasizes the integration of equity, social justice, and ethics into professional practice.  As such, this article utilizes a social justice, leadership framework.  Originally designed in 2006 by Colleen Capper, GeorgeTheoharis, and James Sebastian to prepare secondary administrators for social justice leadership, the framework assists with the enclosed evaluation of a program that prepares postsecondary administrators for social justice leadership.  The article delineates the effectiveness of the program’s implementation and the extent to which the program’s goals, curriculum, and pedagogy align with components of the framework.  The program has been chosen because of its commitment to addressing socio-economic and educational attainment disparities in higher education through the focused teaching and professional development of academic and student affairs personnel.

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