<p> The purpose of this qualitative narrative study was to explore the stories of ELL leaders and how they negotiated local conditions of power, positioned themselves within leadership structures, and formed their identities. Using critical theory, critical race theory, and feminism as interpretive frames, this study addressed the marginalized status of ELL leaders and the gap in the research related to ELL leadership. </p><p> Findings suggest that governmental agencies impacted the institutionalization of ELL programs, along with the pre-existing operational orders of school districts. The history of racial desegregation orders and decrees surfaced the impact of the interpretive framework that defined students within a Black/White racial paradigm where the intersecting identities of language background, national origin and races other than Black or White of ELL students and leaders were dismissed. Further, school districts had a static method of addressing respective federal and state reforms, which included ELLs, but did not provide specificity about their inclusion, leading to their relative exclusion. Resisting these fixed logics and the nuanced exclusion of ELL students, ELL leaders worked on the periphery with teachers, secretaries and principals to acquire resources and social capital for ELL students and families. </p><p> This comprehensive collection of narratives from ELL leaders demonstrated that stories are shared and experienced circuitously with repeating themes and cycles. These repetitions created a habitus of identity for reflective, purposeful and conscious leadership. Within this habitus of recycling, considerations of differing leadership praxis was realized.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3612226 |
| Date | 27 March 2014 |
| Creators | Morita-Mullaney, Patricia M. |
| Publisher | Indiana University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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