Teacher Leadership for Social Change in Bilingual and Bicultural Education / / Deborah K. Palmer.

• Superior document: Title is part of eBook package: De Gruyter EBOOK PACKAGE COMPLETE 2018 English
• VerfasserIn: Palmer, Deborah K.,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2018]; ©2018
• Year of Publication: 2018
• Language: English
• Series: Bilingual Education & Bilingualism
• Physical Description: 1 online resource
• Other title: Frontmatter --; Contents --; Acknowledgments --; 1. Why Bilingual Teacher Leadership? --; 2. Literature Review: Defi ning Bilingual Teacher Leadership --; 3. Developing Teacher Agency and Identity in Bilingual/ Bicultural Educational Contexts: Critical Pedagogies for Hope and Transformation --; 4. The Proyecto Maestría Program and the Teachers --; 5. Bilingual Teacher Leaders are Refl exive Practitioners --; 6. Bilingual Teacher Leaders are Cultural/Linguistic Brokers --; 7. Bilingual Teacher Leaders are Collaborators --; 8. Conclusion: Bilingual Teacher Leaders are Advocates and Change Agents --; Appendix A Program of Work: Bilingual/Bicultural Education MA/MEd Degrees, 2009-2013 --; Appendix B Syllabus, EDC 385G Teacher Leadership for Bilingual/ESL: Mentoring, Coaching and Professional Development --; References --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781788921442; 9783110604252; 9783110603255; 9783110604078; 9783110603170; 9783110606782
• DOI: 10.21832/9781788921442
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Deborah K. Palmer.

Leadership takes on a tone of urgency when we are struggling for justice. At the same time, the right to lead - the agency to embrace a leadership identity - can also feel more distant when we are marginalized by the dominant society. For bilingual education teachers working with immigrant communities, the development of critical consciousness, pride in the cultural and linguistic resources of the bilingual community, the vocabulary to name and face marginalization, and a strong professional network are fundamental to their development of professional identities as leaders and advocates. Based on the experiences of 53 Spanish-English bilingual teachers in Central Texas, this book aims to explore, define, and understand bilingual teacher leadership. It merges the themes of leadership, teacher preparation and bilingual education and is essential reading for bilingual or ESL teachers, teacher educators and researchers serving an increasingly transnational/translingual student body.