Issues of Access, Diversity, Social Justice, and Community Leadership
Edited By Virginia Stead
In contrast to the traditional Ph.D., the Ed.D. typically attracts educational practitioners within school boards, government agencies, non-governmental organizations (NGOs), as well as standalone or internationally linked community associations. The greatest attraction of the Ed.D. is an assessment strategy that encourages graduate students to incorporate their own cultural and professional contexts into a capstone project instead of producing a classic dissertation.
This book features inclusive language, highlights everyday expressions from minoritized cultures, and clarifies new concepts to accommodate new scholars and English Language Learners. Readers will discover representative research on Ed.D. policy and practice from the United States, Canada, and a sprinkling of other countries. Renowned and emergent researchers represent multiple roles within the Ed.D. education process. Individual chapters contrast historical and contemporary issues, and raise awareness about many complexities and strategies that make the Ed.D. an ideal engine of professional empowerment and social justice leadership.
Preface...And a Call to Action
← viii | ix → Preface...And a Call to Action
This book is a response to the pandemic not of Ebola but of social alexithymia that permeates cultures such as ours and makes so many of us indifferent to the suffering of others. Finding avenues down which social justice leaders may travel undeterred is a daunting challenge but one that some Doctor of Education (Ed.D.) programs already count among their goals and one that others are working hard to implement.
The idea of Ed.D. programs as educational crucibles of any kind arose from the idea of the forging of heated contestations about how the academy currently functions, whom it serves, and whom it marginalizes. The more I thought about it, the more the metaphor seemed fitting.
The Carnegie Project on the Education Doctorate (CPED) distinguishes itself by the ways in which it offers affiliation and guidance to over 50 faculties of education as they conscientiously strive to address problems of elitism, racism, homophobia, and xenophobia. Many of the contributors to this book represent faculties of education that share CPED membership, and their insights have enormous value.
After much reflection about how the various chapters recommended themselves to collective themes, the following three sections emerged: (1) Ed.D. Program Access, Curriculum, and Pedagogy; (2) Ed.D. Program Diversity and Social Justice; and (3) Ed.D. Program Power to Create Social Justice and Equitable Community Leadership. Surprisingly, the authors who were first to respond to ← ix | x → this book’s call for chapters represented Australia, Canada, Singapore, and the United...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.