School leadership envisions sociocultural competence: a case study of one private dual language bilingual education school in Central America

Abstract

ABSTRACT Multiple conceptualizations of sociocultural competence, coupled with the elevation of issues related to social justice and the promotion of equitable practices in DLBE programs has, unsurprisingly, raised urgent questions of practice for school leaders . School administrators in DLBE programs need guidance and examples of how to implement school-wide systems that support the development of sociocultural competence. In this case study, three social justice-oriented school leaders from the U.S. at one private international DLBE school in Central America talk about how they conceptualize and work to enact programs that support the development of sociocultural competence for students at their school. Qualitative analyses of interviews show that leaders’ notions of sociocultural competence are intricately linked with why they want their students to be socioculturally competent. Findings highlight specific ways leaders conceive of and organize sociocultural learning opportunities in order to nurture social and emotional selves and help students to use sociocultural competence they develop to operate in the world in peaceful, equitable, and socially responsible ways.