Examining the Foundations of Culturally and Linguistically Sustaining School Leadership: Towards a Democratic Project of Schooling in Dual Language Bilingual Education
{"title":"Examining the Foundations of Culturally and Linguistically Sustaining School Leadership: Towards a Democratic Project of Schooling in Dual Language Bilingual Education","authors":"Sandra Leu Bonanno","doi":"10.1177/0013161X221106972","DOIUrl":null,"url":null,"abstract":"Purpose: Building upon the positive findings from culturally sustaining pedagogical studies, this paper explores how culturally sustaining approaches might operate on an organizational level. Examined in the context of dual language bilingual education (DLBE), this paper proposes a conceptually and empirically-guided culturally and linguistically sustaining school leadership approach (CLSL) as one option for researchers and practitioners to reimagine schools to be more affirming and sustaining for Students of Color (SOC). Research Methods: This project employed a constant comparative analysis across case studies to describe and compare culturally and linguistically sustaining mindsets and practices of DLBE principals in the state of Utah ( Miles et al., 2014). Data collection involved participant methods and data analysis was completed through cycles of inductive and deductive qualitative coding. Findings and Implications: The study unveiled four leadership dimensions – cultivating critical consciousness for self and community, fostering a culturally and linguistically sustaining school climate, supporting culturally sustaining pedagogies, and enacting democratic structures—that operated in tandem to configure a culturally and linguistically sustaining school leadership. The themes bridge existing literature to define culturally sustaining tenets represented in the leadership role by describing ways principals reimagined schools to benefit SOC rather than solely responding to students’ identities and maintaining assimilative student outcomes.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"72 - 111"},"PeriodicalIF":2.4000,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Administration Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/0013161X221106972","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
Purpose: Building upon the positive findings from culturally sustaining pedagogical studies, this paper explores how culturally sustaining approaches might operate on an organizational level. Examined in the context of dual language bilingual education (DLBE), this paper proposes a conceptually and empirically-guided culturally and linguistically sustaining school leadership approach (CLSL) as one option for researchers and practitioners to reimagine schools to be more affirming and sustaining for Students of Color (SOC). Research Methods: This project employed a constant comparative analysis across case studies to describe and compare culturally and linguistically sustaining mindsets and practices of DLBE principals in the state of Utah ( Miles et al., 2014). Data collection involved participant methods and data analysis was completed through cycles of inductive and deductive qualitative coding. Findings and Implications: The study unveiled four leadership dimensions – cultivating critical consciousness for self and community, fostering a culturally and linguistically sustaining school climate, supporting culturally sustaining pedagogies, and enacting democratic structures—that operated in tandem to configure a culturally and linguistically sustaining school leadership. The themes bridge existing literature to define culturally sustaining tenets represented in the leadership role by describing ways principals reimagined schools to benefit SOC rather than solely responding to students’ identities and maintaining assimilative student outcomes.
目的:基于文化维持教学研究的积极发现,本文探讨了文化维持方法如何在组织层面上运作。在双语双语教育(DLBE)的背景下,本文提出了一种概念和经验指导的文化和语言可持续的学校领导方法(CLSL),作为研究人员和从业者重新构想学校的一种选择,使学校对有色人种学生(SOC)更加肯定和可持续。研究方法:本项目采用跨案例研究的持续比较分析来描述和比较犹他州DLBE校长在文化和语言上的思维方式和实践(Miles et al., 2014)。数据收集涉及参与者方法,数据分析通过归纳和演绎定性编码循环完成。研究结果和启示:该研究揭示了四个领导力维度——培养自我和社区的批判意识,培养文化和语言上可持续的学校氛围,支持文化上可持续的教学方法,制定民主结构——这四个维度协同作用,形成了文化和语言上可持续的学校领导力。这些主题连接了现有文献,通过描述校长如何重新构想学校以使SOC受益,而不是仅仅响应学生的身份并保持同化的学生成果,来定义领导角色所代表的文化维持原则。
期刊介绍:
Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.