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首页> 外文期刊>International Journal of Leadership in Education: Theory and Practice >Negotiating linguistic and cultural identity: one borderlander’s leadership initiative
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Negotiating linguistic and cultural identity: one borderlander’s leadership initiative

机译：协商语言和文化特征：边疆人的一项领导倡议

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Meeting the academic needs of linguistically and culturally diverse students requires new perspectives on behalf of school leaders. Using the concept of the border epistemology of school leadership, this case study reveals the work of one ‘borderlander’ in a dual‐language school. Telling her story through self‐reflection, the voices of her teachers and the success of her students, three critical components of effective educational leadership in a dual‐language school were identified. These included advocacy, socially cognizant behaviour and curriculum expertise. Implications for school leadership within high poverty and high language‐minority populations require the principal’s role to become more than supervising curriculum, managing budgets and evaluating teachers but rather one of a ‘borderlander’ who rejects deficit perspectives and promotes the acceptance and integration of all cultural and linguistic groups.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13603120903386951
机译：满足语言和文化差异学生的学术需求，需要代表学校领导者提出新的观点。该案例研究使用学校领导的边界认识论的概念，揭示了一个“ borderlander”在双语学校中的工作。通过自我反思，老师的声音和学生的成功讲述了她的故事，这是双语学校中有效的教育领导力的三个关键组成部分。这些包括宣传，社会认知行为和课程专业知识。在高贫困和高语言人群中，对学校领导的影响要求少数人发挥校长的作用，而不仅仅是监督课程，管理预算和评估教师，而是拒绝边缘观点并促进发展的“边疆人”之一。接受所有文化和语言群体的融合。查看全文下载全文相关var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg， google，more“，发布号：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/13603120903386951

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