Two-way dual language (TWDL) bilingual education programs share three core goals: academic achievement, bilingualism and biliteracy, and sociocultural competence. This article proposes a fourth core goal: critical consciousness. Although TWDL programs are designed to integrate students from diverse language, culture, and race backgrounds, equity…

Much academic development work, whether it be student, academic staff, institutional or curriculum development, is undertaken from an affirmative rather than a transformative approach (Luckett, L., and S. Shay. 2020. "Reframing the Curriculum: A Transformative Approach." "Critical Studies in Education" 61 (1): 50-65). To be…

This paper reports on the findings of an Erasmus project entitled 'ReHaRe' (Reaching the Hard to Reach). The aim of this project is to develop more inclusive learning environments. The project adopts an action research approach and gives school pupils a role as researchers who plan, evaluate and develop lesson plans in collaboration with their…

This paper explores how two dual language preschool teachers demonstrated critical consciousness in their dual language education (DLE) classroom in Arizona. DLE has historically been grounded in equity for language minoritized students and promises to support students' bilingualism, biliteracy, sociocultural competence, and academic achievement.…

In this comparative ethnographic case study, Ethan Chang examines the politics of digital education reform. Drawing on new institutional theory and boundary work, he investigates how two digital technology nonprofit organizations in California drew boundaries to define themselves and ensure their survival in a competitive organizational field. He…

Dual language (DL) is an increasingly popular bilingual education model, touted for its promise to mitigate the historical achievement gap of the growing Latinx population while also teaching Spanish to English speakers. While DL programs may alleviate Latinxs' educational disparities in some cases, recent scholarship has noted a paradox: in other…

This Chicana Critical Feminist "Testimonio" reveals a Mexican/Mexican-American Ethic of Care particular to the needs and strengths of "Mexicana/o" students and "Testimonios" of struggle, survival informing one Mexican/Mexican-American female educator of predominantly Mexican/Mexican-American students. This work,…

The purpose of this research is to describe how an alternative school leader taught at-risk students and their parents to advocate for students' educational interests and how this affected students' academic and social success. In social justice leadership literature, parents and students are described as passive recipients of a strong social…

In an effort to explore the complexity of how teachers develop and sustain the ability to teach uncommonly in commonsense times, the authors conducted a life history case study of Rae, a fifth grade teacher at a local elementary school in the Southwest United States who has practiced and sustained uncommon teaching for four years. Combining…

In this article, we draw on critical philosophies and theories related to diversity, leadership, and learning to suggest that successful school-family partnerships not only encompass collaborative structures but involve educators who reject deficit-based views of diverse families. We marshal data from our studies of school-family relations in two…

This article addresses school reform and the challenges presented to educational leaders working toward social justice which is not limited to only academic achievement. Social justice as used here is education for emancipatory social change resulting in freedom to, that is, the opportunity for individuals to pursue work they value, and,…