Theses and Dissertations

Date of Award

6-1-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Laura Jewett

Second Advisor

James Jupp

Third Advisor

Karin Lewis

Abstract

The purpose of this study was to unveil how school leaders, particularly school principals, navigate Eurocentric curricular structures in the implementation of bilingual programming. This is a relevant study given the widespread issues and concerns circulating around the achievement of English Learners, recent immigrants, and the politicized arena of testing and accountability. The research question that guided this study was: 1) How do school leaders navigate Eurocentric curricular structures in efforts to implement EL programming? In order to build background knowledge and layout the framework for this study, critical race theory, LatCrit, testimonio and eurocentrism had to be explored with a detailed situated literature review laying that foundation. Testimonios are a pathway for Chicana/Latinas to bring forth their stories and find solidarity with others who share their struggles (Saavedra, 2011). The findings in the study suggest that school principals navigate perceived notions of their leadership roles and demands by basing advocacy on the heroes in their lives - in this case the parents and teachers. In addition, school principals navigated the tensions between viewing their roles as parent and leader. The impact of lived experiences on leadership role suggest that they view leadership contingent upon how well they can provide enough support and resources to teachers and students. Research on describing and creating a Latino/a leadership style is in early stages and there are yet so many things to be learned in this area. The findings in this study may have the potential to guide further investigation in this area.

Comments

Copyright 2024 Martha Elena Garza. https://proquest.com/docview/3098410779

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