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 Twenty-One: Transforming the Ed.D. Program into a Force for Culturally Relevant Leadership
← 274 | 275 →CHAPTER TWENTY-ONE
In her 2006 presidential address to the American Educational Research Conference Annual Meeting, Gloria Ladson-Billings (2006) cited Kenneth B. Clark (1965) as she referenced the national dilemma of growing achievement gaps among different races and cultures within education.
There is at present nothing in the vast literature of social science treatises and textbooks and nothing in the practical and field training of graduate students in social science to prepare them for the realities and complexities of this type of involvement in a real, dynamic, turbulent, and at times seemingly chaotic community. And what is more, nothing anywhere in the training of social scientists, teachers or social workers now prepares them to understand, to cope with, or to change the normal chaos of ghetto communities. These are grave lacks which must be remedied soon if these disciplines are to become relevant to the stability and survival of our society. (p. xxix)
Though Ladson-Billings is known for her work in K–12 environments, her message is equally vital to postsecondary educational institutions. American society is becoming more culturally diverse with each passing decade. This chapter focuses on the process of creating an “Ed.D. in Intercultural Leadership” that broadens the vision of the Ed.D. (Usher, 2002; Wergin, 2011) to address more than just empirical research, organizational leadership, and community collaboration. It suggests that doctoral educators and administrators shift from offering a few culturally relevant courses to developing an all-encompassing transformative curriculum into Ed.D. ← 275 | 276 → programs that focus on...
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