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The Education Doctorate (Ed.D.)

Issues of Access, Diversity, Social Justice, and Community Leadership


Edited By Virginia Stead

This first-of-its-kind text explores the Ed.D. program as a crucible for equitable higher education and community leadership. It was inspired in part by the Carnegie Project on the Educational Doctorate (CPED) and, more broadly, by widespread international interest in the power of the Ed.D. as a force for positive social change. The book’s range of cultural contexts and educational perspectives promises new insights and solutions for policy analysts, policy makers, executive administrators, faculty researchers, philanthropists, and policy beneficiaries.
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.
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Chapter Seventeen: Critical Discourse Analysis of Ed.D. Program Narratives: Engagement with Academic Conferences and Publications



This chapter examines the attitudes and views of Ed.D. students concerning opportunities to participate in international and national conferences, annual meetings, seminars, webinars, and workshops in regard to the quality of their academic as well as practical work. In addition, the importance of publications for young, emerging scholars and education practitioners is discussed and considered. The research is conducted through critical discourse analysis. The discourses that doctoral students engage in produce a wealth of material for critical analysis to examine their attitudes and feelings about their career goals and opportunities for academic enhancement. Matters of learning are often closely related to discourse and identity. In other words, critical discourse analysis contributes to an understanding of learning—a primary issue in educational research.

The chapter provides an overview of the perspectives of Ed.D. students on conferences, annual meetings, seminars, and webinars held on a regular basis and in which they have an opportunity to participate. The importance of online participation is particularly underscored, since a number of students are unable to attend these conferences or meetings in person because of financial constraints. Hence, modern technological advances open up various opportunities for academic enhancement and engagement to socioeconomically disadvantaged students and to students from remote parts of the world.

Blind peer-reviewed papers in various international scholarly journals and online publications provide a further opportunity for doctoral students to become ← 223 | 224 → engaged in global scholarly communities and debates on current educational issues. This chapter analyzes the narratives extracted...

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