Leadership for Social Justice and Sustainability: A Historical Case Study of a High-Performing Dual Language School along the U.S.-Mexico Border

Abstract

This qualitative case study is focused on one high-performing urban elementary school that worked to address inequities within the school and community for two decades partly through dual language education. This neighborhood public school has been one of the district’s highest-performers for the prior 15 years, was one of the first schools in the nation to develop a dual language program for students classified as English learner (EL) students, and more recently merged with one of the district’s lowest performing and under-enrolled schools to expand access to a high-quality and culturally sustaining education. Key findings from this case highlight intersections between social justice leadership and leadership for school improvement that promote organizational innovation, learning, and sustainability.

Notes

1 We also recognize other researchers and scholars work in spaces between these divides.

2 This study was part of a larger study focused on the implementation of dual language education in one large, urban school district along the U.S.-Mexico border. In addition, this study is secondary analysis of a study focused specifically on the role of the principal creating a more equitable school (DeMatthews & Izquierdo, 2017).

3 A term used by the Texas Education Agency for students from low-income families.

Additional information

Notes on contributors

David E. DeMatthews

David DeMatthews, PhD, is an associate professor in the Department of Educational Leadership and Policy at the University of Texas at Austin. His research focuses on issues related to K-12 school leadership, educational policy, and equitable school improvement in urban schools and districts.

Elena Izquierdo

Elena Izquierdo, PhD, is an associate professor of teacher education at the University of Texas at El Paso. Her research interests focus on biliteracy, dual language, and transforming schools/districts for English language learner (ELL) success.