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.
Chapter Fourteen: Promoting Social Justice Through the Indian Leadership Education and Development (I LEAD) Ed.D. Program
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Authors’ Note: In this chapter, the terms Indigenous, American Indian, Native, and Indian are used interchangeably in our context and do not imply any sort of definite nomenclature.
The Indian Leadership Education and Development (I LEAD) program, a collaborative endeavor of Montana State University in Bozeman (MSU), the state’s land grant institution, and Little Big Horn College, the Crow tribal college, was initially designed to recruit, educate, certify, and place American Indian educators in administrative positions in schools on or near reservations with high Indian student enrollments. In the process, it has developed into a culturally responsive project to mitigate oppression.
I LEAD was originally designed primarily to support American Indian school leaders pursuing an M.Ed. in educational leadership and principal certification. As it has evolved, it has come to include students pursuing their doctorates. Currently in its third iteration, I LEAD boasts 70+ graduates who have joined the ranks of American Indian K–12 school leaders since 2009. When I LEAD began, there were approximately 13 American Indian administrators in Montana; today there are over 100 American Indian school leaders, including the graduates and those in the current I LEAD cohort serving in schools. Of these I LEAD participants, 20 are currently pursuing Doctor of Education (Ed.D.) degrees.
← 187 | 188 → Three interconnected subsystems drive the preparation and support of I LEAD participants before and after graduation—Indigenous identity, culturally responsive pedagogy, and field-based praxis (Henderson, Ruff, & Carjuzaa, in press). With a combination...
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