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Negotiating Tensions as Bilingual Te...

Slavick, Jody Ann.

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Negotiating Tensions as Bilingual Teacher Advocates: Reflecting on the Past and Transforming the Future.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Negotiating Tensions as Bilingual Teacher Advocates: Reflecting on the Past and Transforming the Future./
Author:	Slavick, Jody Ann.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	358 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
Contained By:	Dissertations Abstracts International82-07A.
Subject:	Bilingual education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28155367
ISBN:	9798557023566

Negotiating Tensions as Bilingual Teacher Advocates: Reflecting on the Past and Transforming the Future.
Slavick, Jody Ann.

Negotiating Tensions as Bilingual Teacher Advocates: Reflecting on the Past and Transforming the Future. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 358 p.

Source: Dissertations Abstracts International, Volume: 82-07, Section: A.

Thesis (Ph.D.)--University of Colorado at Boulder, 2020.

This item must not be sold to any third party vendors.

This qualitative case study explored the agency of three veteran bilingual teachers who advocated for themselves and their students through the rise and fall of bilingual programming in their district. Acknowledging the complexity of bilingual teacher advocacy uncovered by previous scholars (Dubetz & de Jong, 2011; Menken & Garcia, 2010), this study sought to understand the interplay of the many contextual, personal, and professional variables influencing the teachers' advocacy efforts. Drawing on Freirean critical pedagogy (1970), this study engaged the focal teachers in a series of interviews and critical reflection sessions to problematize, dialogue, problem-solve and act on past and current tensions in their school environment. Findings revealed that the teachers experienced the most tensions when relating to administrators who held divergent racial and linguistic ideologies from the teachers. In response to these tensions, the teachers engaged in various strategies to protect themselves and their students, to speak up against injustices, and to build community with other like-minded teachers and organizations. The use of discourse analytic methods to examine the teachers' engagement in critical praxis uncovered the relational work that was accomplished during the critical reflection sessions. Through dialogue, the teachers co-created shared stances towards situations and individuals, solidified their shared values, and rehearsed potential approaches to navigating tensions with coaches and principals. The teachers' engagement in critical praxis facilitated their healing of past traumas, solidified the teachers as a unified group, and expanded the teachers' critical consciousness. This study offers practical and scholarly implications to support bilingual teacher advocates as they navigate daily tensions that they face in their school environments.

ISBN: 9798557023566Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Advocacy

Negotiating Tensions as Bilingual Teacher Advocates: Reflecting on the Past and Transforming the Future.
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520 $a This qualitative case study explored the agency of three veteran bilingual teachers who advocated for themselves and their students through the rise and fall of bilingual programming in their district. Acknowledging the complexity of bilingual teacher advocacy uncovered by previous scholars (Dubetz & de Jong, 2011; Menken & Garcia, 2010), this study sought to understand the interplay of the many contextual, personal, and professional variables influencing the teachers' advocacy efforts. Drawing on Freirean critical pedagogy (1970), this study engaged the focal teachers in a series of interviews and critical reflection sessions to problematize, dialogue, problem-solve and act on past and current tensions in their school environment. Findings revealed that the teachers experienced the most tensions when relating to administrators who held divergent racial and linguistic ideologies from the teachers. In response to these tensions, the teachers engaged in various strategies to protect themselves and their students, to speak up against injustices, and to build community with other like-minded teachers and organizations. The use of discourse analytic methods to examine the teachers' engagement in critical praxis uncovered the relational work that was accomplished during the critical reflection sessions. Through dialogue, the teachers co-created shared stances towards situations and individuals, solidified their shared values, and rehearsed potential approaches to navigating tensions with coaches and principals. The teachers' engagement in critical praxis facilitated their healing of past traumas, solidified the teachers as a unified group, and expanded the teachers' critical consciousness. This study offers practical and scholarly implications to support bilingual teacher advocates as they navigate daily tensions that they face in their school environments.
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