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(Re)Building Bi/Multilingual Leaders for Socially Just Communities (Hardcover)
Loot Price: R2,638
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(Re)Building Bi/Multilingual Leaders for Socially Just Communities (Hardcover)
Series: New Directions in Educational Leadership: Innovations in Scholarship, Teaching, and Service
Expected to ship within 10 - 15 working days
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The recent decision to end the Deferred Action for Childhood
Arrivals (DACA) has had a major impact on many who have been
geographically uprooted to places they have never lived or known.
Established in 2012, DACA allows eligible immigrant youth
(Dreamers) to apply for protection for deportation and work permits
in two-year increments. On September 5, 2017 the Trump
administration announced that it would tersely end the program.
While several organizations have taken charge by advocating and
representing Dreamers, there are still many students in school
districts who have not been represented or advocated for because of
their limited language skills. On January 22, 2019, the U.S.
Supreme Court declined, for now, to take up the Trump
administration's request to review the lawsuit challenging the
administration's decision to end Deferred Action for Childhood
Arrivals. These students, although here legally, have not been able
to been able to attain these skills simply because our schools do
not have the adequate resources and personnel to attend to them
(Cherng et al., 2017). This book exposes the experiences of 15
Educational Leadership candidates focused on improving their
bilingual/ multilingual school communities via conceptual ideas and
policies learned as students and synthesizing these ideas into
practice as future administrators. As such, the chapters presented
in this project will be focused on the development of innovative
methods to meet the needs of these communities. Guided by social
justice leadership, this project exposes the empirical practices of
these teacher leaders in their respective New York City
communities. Immigration can be an on-going challenge for
educational leaders, counselors, school personnel, community
members, and those who are engaged in meeting the needs of this
population. Teachers and leaders in new immigrant destinations -
places that are seeing rapidly increasing numbers of immigrants -
often find themselves dealing with a host of unexpected issues:
immigrant students' unique socio-emotional needs, community
conflict, a wider range of skills in English, lack of a common
language for communication with parents, and more (Tamer, 2014).
Still, there is a high need of research providing leadership
guidance addressing immigration policies and resources inside and
outside schools.
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