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The Education Doctorate (Ed.D.)

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

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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 Twenty-Four: An International Survey of the Professional Ed.D. Program: Leading Reflective Research and Communities of Practice

← 320 | 321 → CHAPTER TWENTY-FOUR

Extract

The professional doctorate has sprung up in many countries for many context-driven reasons (Fenge, 2009). The Ph.D., or Doctor of Philosophy, was originally intended to qualify those already expert in a field of study to teach others; in this sense the degree followed work and study rather than creating an opportunity for them to develop. In the years since, the Ph.D. has come to represent an apprenticeship toward expertise in a particular field of knowledge. Sociologist Pierre Bourdieu (Bourdieu & Passeron, 1977) categorized knowledge as cultural capital, born of education and access to that education from parents trained in similar cultural environments and thus interested in passing on that knowledge opportunity to their children.

In terms of research (often pure) and subsequent knowledge creation (Perry, 2014), the field of academia has had its own purpose. Teaching and service have supported the recruitment of future academics to carry on the tradition of knowledge creation for its own sake. Although academics contribute much to the overall substance of society through their work, their primary goal is not to work in the professions (such as education, health, and so on), although many come from these professions and are keenly aware of their distinct fields of knowledge. In this scenario, Ph.D. students of the past came to their studies ready to learn to do research and to write and teach about a particular area of study for the rest of their careers.

← 321 | 322 → In the last 20 years, however,...

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