Teacher Leadership for Social Change in Bilingual and Bicultural Education

Bilingual teachers must advocate for their students. Based on the experiences of Spanish-English bilingual teachers in Texas, this book aims to explore, define and understand bilingual teacher leadership. It examines what it means for bilingual teachers to become leaders, the kinds of support they need, and how they experience leadership.

Deborah K. Palmer is a Professor in the School of Education at the University of Colorado Boulder, USA. She conducts qualitative research using ethnography and discourse analysis in linguistically diverse settings, with a particular interest in bilingual education policy and politics, critical additive bilingual education, and translanguaging.

Deborah K. Palmer is a Professor in the School of Education at the University of Colorado Boulder, USA. She conducts qualitative research using ethnography and discourse analysis in linguistically diverse settings, with a particular interest in bilingual education policy and politics, critical additive bilingual education, and translanguaging.

Kudos to Deborah Palmer for this timely and engaging account on the development of strong and professional identities among the bilingual teachers whose lives she touched. It captures the development of an enduring Central Texas language ecology in which she was not only deeply involved, but also pivotal in its development. This inspiring text is a must-read for all who seek to cultivate critically conscious teachers.

I highly recommend Palmer's Teacher Leadership for Social Change in Bilingual and Bicultural Education for use in preparing bilingual teacher leaders. This book is an excellent resource and a source of inspiration for aspirant bilingual teacher leaders as they engage in their own transformational journey and in transforming the world.

This is the first book to deeply examine teacher leadership within bilingual education, making it a must-read for researchers and practitioners alike. Palmer’s writing is anchored in ample rich data that she very thoughtfully presents, offering readers new understandings about bilingual teacher leadership as well as a model of teacher leader preparation for others to emulate.