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 Twenty-Seven: The Doctorate in Educational Leadership for Social Justice: A Decade of Impact at Loyola Marymount University
← 364 | 365 → CHAPTER TWENTY-SEVEN
The Ed.D. in Educational Leadership for Social Justice at Loyola Marymount University (LMU), the sole doctoral program at LMU, is a program based on Ignatian principles and focused on preparing transformative leaders for educational settings. Though our program is young—we mark our tenth anniversary this year—we have learned and grown in the building and operationalizing of an Ed.D. at our Jesuit and Marymount institution. By way of a careful review of program history, philosophy, design, and assessment, the purpose of this chapter is to share the unique perspective of an Ed.D. program rooted in leadership and social justice and to provide data that probe the alignment of the program with its goals.
Providing clarity around the meaning, purpose, design, and assessment of the practitioner’s doctorate in education has recently been taken on by the Carnegie Project on the Education Doctorate (CPED), an organization that refers to itself as a “knowledge forum on the Ed.D.” (CPED, 2014a). This organization has the potential to become one of the most important change agents in defining and transforming the Ed.D. for the twenty-first century. In an effort to describe its mission and invite others into the work that it spearheads, CPED has provided a framework around which it describes its history and the resources and ideas necessary for authentic change in an Ed.D. program. This framework, “Reclaim, Reframe, Redesign, and Research & Development” (CPED, 2014d), will be the framework around which this chapter is developed.
← 365 | 366 → First,...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.