scholarly journals A Welcome, A Warning, and A Wish: On Entering a Doctoral Program in Educational Leadership for Social Justice in the Year 2020

2020 ◽  
pp. 107780042094808
Author(s):  
Bryant Keith Alexander
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Educational Leadership ◽  
Doctoral Program ◽  
Qualitative Inquiry ◽  
International Congress ◽  
School Of Education ◽  
Political Climate ◽  
Substantive Content ◽  
Leadership For Social Justice

After the cancelation of the International Congress of Qualitative Inquiry (2020) due to the Coronavirus pandemic (COVID-19), the substantive content of my presentation for the plenary, “Higher Education in the Time of Trump: Resistance and Critique” came into confluence with my invitation to deliver the 2020 Keynote to the 17th Incoming Cohort of the doctorate program in Educational Leadership for Social Justice, School of Education, Loyola Marymount University. This presentation delivered via ZOOM on June 18, 2020, calls forth a broader confluence of our current political climate under the “leadership” of Donald J. Trump, COVID-19, and national social justice activism linked with the Black Lives Matter Movement. Truly we are living protest and recovery in repressive times with a connectivity between the three. This message is both particular and plural to the audience that it was originally presented, and now to a diverse readership in these repressive times.

scholarly journals Cultivating Problem-Solving Scholar-Practitioners: Impact of One CPED Program on Leader Self-Efficacy

2020 ◽  
Vol 19 (11) ◽  
pp. 1-23
Author(s):  
Nancy Akhavan ◽  
Nichole Walsh ◽  
Janeen Goree
Keyword(s):  
Educational Leadership ◽  
Self Efficacy ◽  
Single Case ◽  
Sense Of Self ◽  
Doctoral Program ◽  
Program Completion ◽  
Qualitative Inquiry ◽  
Daily Work ◽  
Problems Of Practice

This single case study is a qualitative inquiry into the cultivation of doctoral candidates and graduates on their efficacy as leaders in using inquiry as to approach problems of practice in daily work. The study examined a doctoral program in educational leadership at one large public university in California, USA. The case study methods included artifact analysis, an examination of field notes, and semi-structured one-on-one phone interviews. The data analysis of all sources revealed three themes related to participants’ leader self-efficacy in using scholarly inquiry on problems of practice in the field. Findings indicate that the participants grew in their leader self-efficacy, transformed, and confident in their sense of self as an educational scholar-practitioner to enact change. As a result of their experience in a Carnegie Project on the Education Doctorate (CPED) program, graduate participants also highlight the focus on inquiry processes to solve problems of practice as vital to educational leadership. Conclusions highlight considerations for similar programs when evaluating how they prepare graduates to impact education beyond coursework. Further research should emphasize how programs are addressing problems of practice for social justice to impact educational leaders in the field upon program completion.

scholarly journals Toward a Social Justice Model for an EdD Program in Higher Education

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Phillis George
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Doctoral Program ◽  
Social Justice Leadership ◽  
Initial Examination ◽  
Curriculum And Pedagogy ◽  
Secondary Administrators ◽  
Leadership Framework ◽  
Justice Model ◽  
Education Administrators

Evaluative in nature, this article includes an initial examination of a doctoral program uniquely designed to prepare higher education administrators and practitioners to be socially just and equity-minded leaders.  The program emphasizes the integration of equity, social justice, and ethics into professional practice.  As such, this article utilizes a social justice, leadership framework.  Originally designed in 2006 by Colleen Capper, GeorgeTheoharis, and James Sebastian to prepare secondary administrators for social justice leadership, the framework assists with the enclosed evaluation of a program that prepares postsecondary administrators for social justice leadership.  The article delineates the effectiveness of the program’s implementation and the extent to which the program’s goals, curriculum, and pedagogy align with components of the framework.  The program has been chosen because of its commitment to addressing socio-economic and educational attainment disparities in higher education through the focused teaching and professional development of academic and student affairs personnel.

Arts-based Research as Social Justice Activism

2011 ◽  
Vol 4 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Karen Keifer-Boyd
Keyword(s):  
Social Justice ◽  
Qualitative Inquiry ◽  
International Congress ◽  
Arts Based Research ◽  
Critical Reflexivity

A social justice approach to arts-based research, as presented in this article through examples from five different perspectives on what constitutes arts-based research, involves continual critical reflexivity in response to injustice. At the First International Congress of Qualitative Inquiry, I identified five distinctly different perspectives on what constitutes arts-based research. The variations seemed to emphasize contiguous relationships such as: arts-insight, arts-inquiry, arts-imagination, arts-embodiment, and arts-relationality. Starting from a study of arts-based research, I construct historical and theoretical traces to and from these five facets of a social justice approach to arts-based inquiry. My analysis offers potentialities for an intermingling of these five faces of arts-based research in the interest of social justice. The examples of arts-based research as social justice activism presented here are intended to inspire transdisciplinary researchers to imagine ways to conjoin arts-based processes, subjects, and forms with social justice enactments of research.

What’s Educational Leadership Without an African-Centered Perspective? Explorations and Extrapolations

2010 ◽  
Vol 45 (6) ◽  
pp. 777-796 ◽  
Author(s):  
Rodney K. M. Hopson ◽  
Uhuru Hotep ◽  
Dana L. Schneider ◽  
Ithamar Grace Turenne
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
21St Century ◽  
Educational Leaders ◽  
Leadership For Social Justice ◽  
African Centered Education ◽  
Fields Of Study ◽  
African Centered

This article provides an overview of current issues confronting educational leaders dedicated to the fundamentals, curriculum, pedagogy, and practices of African-centered education (ACE) and its evolving nature in the 21st century. By considering and situating African-centered leadership in the discussion of educational leadership generally, and within the expanding and prescient notions of leadership for social justice specifically, the article offers useful connections to educational leadership scholars and practitioners who straddle these interdisciplinary domains of scholarship and action as an opportunity to build from the emerging literature within the extant fields of study and to push urban educational leaders and practitioners to think more critically about the direction of ACE theory, practice, and praxis.

scholarly journals What Have We Learned from Critical Qualitative Inquiry about Race Equity and Social Justice? An Interview with Pioneering Scholar Yvonna Lincoln

2019 ◽  
Author(s):  
Christine Stanley ◽  
Chayla Haynes
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Social Justice ◽  
Black Women ◽  
Qualitative Inquiry ◽  
Research Paradigm ◽  
Racial Equity ◽  
Qualitative Research Methodology ◽  
Women Scholars ◽  
Senior Colleague

In this article, two Black women scholars in higher education share a conversation with our distinguished senior colleague, Yvonna Lincoln, a pioneering scholar of qualitative research methodology about what we have learned from her, and more specifically, how this research paradigm has been used to advance racial equity and social justice in higher education. The readers will learn, through her lens, about issues that emerged over the years and what she envisions for the future of higher education and qualitative research. This article presents implications for higher education, including faculty, students, and administrators working in higher education institutions.

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