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.

From Crisis to Vision

2022 ◽  
pp. 29-44
Author(s):  
Alan Bruce
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Critical Role ◽  
External Environment ◽  
Global Learning ◽  
Learning Models ◽  
Human Needs ◽  
International Perspectives ◽  
Justice Model

Higher education now faces the critical role of partnerships, linkage, and strategic joint ventures to achieve shared goals in a transformed external environment. This environment is itself shaped not only by the pressures of neo-liberal competition, but by a set of crises emerging from the contradictions that is producing greater levels of inequity and social division. It is in this context that the chapter evaluates the importance of global learning as a critical tool to understand, engage with, and potentially transform a globalized socio-economic environment and engage proactively with existing multiple crises. Academics and educators are now intimately connected to the need to articulate and demonstrate globalized learning models and reflective practice founded on explicitly international perspectives. Given the urgency, internationalization alone is insufficient to achieve transformation. A re-appropriation of purpose and values is also required within an emancipatory and social justice model that asserts human needs, not corporate efficiency.

Implementing a Social Justice Leadership Framework in Career Counseling

2021 ◽  
Vol 69 (4) ◽  
pp. 326-339
Author(s):  
Jehan Hill ◽  
Jessica Testa ◽  
Sarah N. Baquet ◽  
Kathleen N. Muirhead
Keyword(s):  
Social Justice ◽  
Career Counseling ◽  
Social Justice Leadership ◽  
Leadership Framework

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 Enacting inclusivity in the preparation of emerging scholars

2020 ◽  
Vol 13 (1) ◽  
pp. 24-41
Author(s):  
Saran Stewart ◽  
Chayla Haynes ◽  
Kristin Deal
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Conceptual Framework ◽  
Faculty Members ◽  
Bell Hooks ◽  
Curriculum And Pedagogy ◽  
Inclusive Pedagogy ◽  
Doctoral Candidates

This article explores how three doctoral candidates enrolled in the discipline of Higher Education gained an understanding of social justice, equity-mindedness and diversity in the academy. Prior to the admission of these three students, two faculty members had reformed the doctoral programme to align it with the principles of inclusive pedagogy. They created a conceptual framework for the redesign of the programme’s mission, curriculum and pedagogy. Echoing an article that those faculty members wrote about the programme, the authors use a collaborative autoethnographic approach to share their experiences of the programme. Just as the faculty members engaged in a fictitious dialogue with their source of inspiration, bell hooks, the authors engage in a conversation with the programme chair about their pursuit of education as the practice of freedom.

Sign in / Sign up

Export Citation Format

Share Document