Crossing Cultural Borders: La Clase Mágica as a University–School Partnership

Abstract

As informed by scholarship on transformative leadership, cultural work in educational leadership, and preK–20 collaborations, this article draws from a qualitative research project between a university that is a Hispanic-serving institution and an elementary school located in a Latino/a area. We examine the perspectives of a Latino principal and a Latina assistant superintendent who are key in the project's implementation. Our findings include the following: Leaders work to legitimate their culture and their students’ culture; leaders engage in cultural crossings in school–university partnerships; and leaders serve as cultural change agents for technological equity. Recommendations for leaders working with diverse populations are included.