One element that school equity leadership-straddlers reveal in their role as school principals was the (known and unknown) use of “codeswitching.” The study of codeswitching has grown extensively after the 1960s and 1970s, yet general agreement about defining code switching remains problematic (Gardner-Chloros, 2009). Researchers argue that code switching helps those who use it in social interactions (Gal, 1988; Heller, 1988). Indeed, Gal (1988) argues, “codeswitching is a conversational strategy used to establish, cross or destroy group boundaries; to create, evoke or change interpersonal relations with their accompanying rights and obligations.” (p. 247). With this understanding in mind, I argue my participants use code switching as a formal
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Kirkpatrick tells me the above story of how she is able to diffuse a situation with a black parent who also has a problem with one of her initiatives. Thus, Dr. Kirkpatrick tells me, “[Be]cause we all have different entry points of what we need to have—to know.” Moreover, I continued to engage Dr. Kirkpatrick about the usefulness for school leaders to have the ability to codeswitching. Dr. Kirkpatrick makes the following assertion, “I code switch all the time. You have to code switch.” Indeed, Dr. Kirkpatrick sees the ability to codeswitch helps because it provides her with the ability to take different “entry points to meet and connect with people.” Heller (1988) argues that codeswitching can be used as “a strategy which can signal shared culture or be used to create it.” (p. 270). Dr. Kirkpatrick reveals something of a leadership-straddler who has learn to aptly use the element of codeswitching in her equity …show more content…
Richardson reveals to me something of his codeswitching when he shares a story when he was teaching at an alternative high school in the urban Riverdale Public School District (RPSD). He looks at me with a smile in his face and tells me,
It’s funny, I remember talking about external and internal fertilization. And these kids were looking at me like I’ve got no idea what you’re talking about. And then I actually started using some verbiage . . . some verbiage that probably most school’s would say you can’t talk like that. But they got it!
Richardson reveals how he transverse his own white privilege to responsively communicate with his black students. The element of codeswitching by the impartial school leaders in this study demonstrates the use of differentiation of language (codeswitching) as a leadership skill and/or characteristic to transverse ethnic and/or racial boundaries to connect with both families and
Kirkpatrick tells me the above story of how she is able to diffuse a situation with a black parent who also has a problem with one of her initiatives. Thus, Dr. Kirkpatrick tells me, “[Be]cause we all have different entry points of what we need to have—to know.” Moreover, I continued to engage Dr. Kirkpatrick about the usefulness for school leaders to have the ability to codeswitching. Dr. Kirkpatrick makes the following assertion, “I code switch all the time. You have to code switch.” Indeed, Dr. Kirkpatrick sees the ability to codeswitch helps because it provides her with the ability to take different “entry points to meet and connect with people.” Heller (1988) argues that codeswitching can be used as “a strategy which can signal shared culture or be used to create it.” (p. 270). Dr. Kirkpatrick reveals something of a leadership-straddler who has learn to aptly use the element of codeswitching in her equity …show more content…
Richardson reveals to me something of his codeswitching when he shares a story when he was teaching at an alternative high school in the urban Riverdale Public School District (RPSD). He looks at me with a smile in his face and tells me,
It’s funny, I remember talking about external and internal fertilization. And these kids were looking at me like I’ve got no idea what you’re talking about. And then I actually started using some verbiage . . . some verbiage that probably most school’s would say you can’t talk like that. But they got it!
Richardson reveals how he transverse his own white privilege to responsively communicate with his black students. The element of codeswitching by the impartial school leaders in this study demonstrates the use of differentiation of language (codeswitching) as a leadership skill and/or characteristic to transverse ethnic and/or racial boundaries to connect with both families and