This qualitative, multi-case study investigates veteran, dual-language teachers in urban elementary schools in the Southwest United States and how these teachers manage to continue teaching despite education “reforms” that have contributed to increased attrition among their peers. Each participant contributed qualitative data through a narrative questionnaire, two interviews, two focus groups., and physical artifacts. Coding and analysis of each case was inductive and involved the identification of patterns and themes that emerged from the data. A cross-case analysis was conducted. Modern Critical Theory served as the theoretical lens.
Teachers as advocates for their students’ cultural, linguistic, and socioeconomic well-being emerged as the most salient factor contributing to their resilience. Also important were personal traits, education and professional credentials, dedication to dual-language education, and successful resistance against “reforms.” The findings could be of use to schools, districts, and states interested in retaining veteran teachers in urban contexts where “reforms” are often applied with greater scrutiny and accountability than other contexts.
Teachers, Bilingual, Reforms, Resistance, Resilience, Retention, Veteran, Advocacy
Language, Literacy and Sociocultural Studies
Level of Degree
Language, Literacy, and Sociocultural Studies
First Committee Member (Chair)
Lois M. Meyer
Second Committee Member
Third Committee Member
Fourth Committee Member
Mia Sosa Provencio
Wilson, David Aram and David Aram Wilson. "Retaining the Power to Teach and Advocate in the Era of "Reform"." (2020). https://digitalrepository.unm.edu/educ_llss_etds/125