EdD-Activism

Two Journeys Converge to Support Long-Term English Learners

Authors

DOI:

https://doi.org/10.5195/ie.2025.580

Keywords:

activism, action research, English learners

Abstract

The story of any activist educator has its own twists and turns, yet their goals of equity and social justice hold strong. This article will reflect on the vastly different journeys of a newly emerging EdD-activist teacher and a life-long activist administrator whose visions converge in a relatively large midwestern majority-minority school district, and a building where 49% of the students are Hispanic/Latino, 14% are Pacific Islander, and 33% are labeled English learners. The problem tackled here is two-fold: a culturally irrelevant boxed English language development curriculum that promises linguistic and academic success for long-term English learners, but only brings them success in assimilation, and a dearth of educators who look like these students that so desperately need voice and representation. Here, we illustrate how action research and intentional administrative efforts bring attention and possible solutions to these issues.

 

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Published

2025-11-11

How to Cite

Staeheli, M. M., & Flanigan, W. J. (2025). EdD-Activism: Two Journeys Converge to Support Long-Term English Learners . Impacting Education: Journal on Transforming Professional Practice, 10(4), 71–77. https://doi.org/10.5195/ie.2025.580

Issue

Vol. 10 No. 4 (2025): EdD-Activism: The Dissertation in Practice and Beyond

Section

Themed- EdD-Activism: The Dissertation in Practice and Beyond

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Copyright (c) 2025 Molly M. Staeheli, William Jeffrey Flanigan

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