Issues of Access, Diversity, Social Justice, and Community Leadership
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.
Chapter Eleven: Designing Educational Identity and Civic Courage: Using U.S.-Israeli Cross-National Dialogue to Transform the Ed.D.
← 140 | 141 →CHAPTER ELEVEN
Educational leadership preparation programs in the United States generally address the importance of understanding and influencing the larger political, social, economic, and cultural context, but few exhibit a pedagogical focus on underlying values and personal motivation in leadership behavior. This chapter explores the concept of educational identity in educational leadership preparation and the instrumental value of cross-national dialogue and understanding in comprehending its potential. The chapter examines a disruptive process of reinvention of the Ed.D. leadership program, stimulated and shaped by a multi-year continuing conversation between U.S. and Israeli educators.
Visits by U.S. faculty to several academic institutions in Israel and discussions in the United States with Israeli scholars and practitioners have transformed mutual perspectives in addressing challenges and issues currently being encountered. Conversations are rooted in acknowledged commonalities between the two nations to address economic and educational inequities related to issues of race, gender, class, ethnicity, and inclusion and the challenges of preparing and retaining scholar-leaders who can create meaningful change. Drawing on connections among several ideas: (1) the “civic courage” of Freire (the educational process is never neutral), (2) Martin Buber’s “dialogic existence” and the value of a common discourse, (3) Lee Shulman’s “pedagogies of engagement,” and (4) Mordecai Nissan’s “educational identity,” the chapter describes the transformative impact of ← 141 | 142 → cross-national scholarly exchange in integrating these constructs into the design and development of a new Ed.D. vision.
The terms “international dialogue,” “intercultural dialogue,” and “cross-cultural communication” refer to communication that creates the conditions...
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