scholarly journals Impact and Inclusion: Transforming an EdD Program into a Crucible for Systems Change

2021 ◽  
Vol 6 (1) ◽  
pp. 11-16
Author(s):  
Antoinette M. Ryan ◽  
Sheldon Watson
Keyword(s):  
Social Justice ◽  
Document Analysis ◽  
Educational Systems ◽  
Policy Cycle ◽  
Order Change ◽  
Systems Leadership ◽  
Collaborative Engagement ◽  
Capstone Projects ◽  
Systems Transformation ◽  
The Impact

This article shares insights from a review of dissertations produced by students in an EdD program in Educational Leadership at a public university in Connecticut. Program curriculum and learning experiences, built upon a social justice platform, prepare students to engage in scholarship and action to improve educational systems. However, retaining students’ focus on designing capstone projects that explore and seek to mitigate systemic injustice has been an ongoing challenge. To understand more about the impact of the EdD program’s vision of developing students’ capacities for systems transformation and social justice, program faculty conducted a document analysis of dissertations produced in the 15 years from program inception to the present, examining themes and trends that emerge from the focus areas, research questions, and research methods applied in dissertations. Document analysis revealed that, while earlier student dissertations tended to be more aligned with the educational policy cycle than with the program’s focus on social justice, more recent dissertations demonstrate a shift toward a stronger social justice orientation. As a member of the Carnegie Project on the Educational Doctorate (CPED) since 2018, this university’s EdD program engages in ongoing redesign to maximize impact on the field and to cultivate activism among program graduates who will lead systemic transformation in education. A conceptual framework for transcendent third-order change - cultivating systems leadership that transcends the limits of current paradigms and action, fosters collaborative engagement, and provides coherent structures for collaborative impact -  is the foundation for this redesign. 

Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

2019 ◽  
Vol 227 (2) ◽  
pp. 139-143 ◽  
Author(s):  
Alex Sandro Gomes Pessoa ◽  
Linda Liebenberg ◽  
Dorothy Bottrell ◽  
Silvia Helena Koller
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Young People ◽  
Latin American ◽  
Drug Trafficking ◽  
Sustainable Development Goals ◽  
Educational Systems ◽  
Economic Changes ◽  
2030 Agenda ◽  
Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

Chaos theory, educational systems, and social justice

2009 ◽  
Author(s):  
Rita Weinberg ◽  
Barbara Smiley Sherman ◽  
Niles P. Engerman ◽  
Jeannie Zeitlin ◽  
Shannon Cribaro-Difatta
Keyword(s):  
Social Justice ◽  
Chaos Theory ◽  
Educational Systems

scholarly journals When Authenticity Goes Missing: How Monocultural Children’s Literature Is Silencing the Voices and Contributing to Invisibility of Children from Minority Backgrounds

2021 ◽  
Vol 11 (1) ◽  
pp. 32
Author(s):  
Helen Adam
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Children's Literature ◽  
Cultural Diversity ◽  
Day Care ◽  
Children’S Literature ◽  
Long Day ◽  
Day Care Centres ◽  
Book Collections ◽  
The Impact

The importance of recognising, valuing and respecting a child’s family, culture, language and values is central to socially just education and is increasingly articulated in educational policy worldwide. Inclusive children’s literature can support children’s human rights and contribute to equitable and socially just outcomes for all children. However, evidence suggests many educational settings provide monocultural book collections which are counterproductive to principles of diversity and social justice. Further, that educators’ understandings and beliefs about diversity can contribute to inequitable provision and use of diverse books and to inequitable outcomes of book sharing for many children. This paper reports on a larger study investigating factors and relationships influencing the use of children’s literature to support principles of cultural diversity in the kindergarten rooms of long day care centres. The study was conducted within an ontological perspective of constructivism and an epistemological perspective of interpretivism informed by sociocultural theory. A mixed methods approach was adopted, and convergent design was employed interpret significant relationships and their meanings. Twenty-four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit. This study firstly identified that current book collections in kindergarten rooms of long day care centres promote mono-cultural viewpoints and ‘othering’ of minority groups through limited access to books portraying inclusive and authentic cultural diversity. Secondly, that educators had limited understandings of the role of literature in acknowledging and valuing diversity and rarely used it to promote principles of diversity, resulting in a practice of “othering” those from minority group backgrounds. The key challenges which emerged from the study concerned beliefs, understanding and confidence of educators about diversity and inclusion, and the impact of these on their approaches to promoting principles of diversity through the use of children’s books. This research contributes to discussion on the value of children’s literature in achieving international principles of diversity. These findings have important social justice implications. The outcomes of this study have implications for educators, policy makers, early childhood organisations and those providing higher education and training for early childhood educators.

scholarly journals Dispositions that matter: Investigating criminalized women’s resettlement through their (trans)carceral habitus

2021 ◽  
pp. 174889582110173
Author(s):  
Kaitlyn Quinn
Keyword(s):  
Public Health ◽  
Qualitative Research ◽  
Social Justice ◽  
Health Safety ◽  
Women’S Experiences ◽  
Women's Experiences ◽  
Theoretical Innovation ◽  
The Impact ◽  
Experiences Of Women ◽  
Feminist Work

Whether prisoner resettlement is framed in terms of public health, safety, economic prudence, recidivism, social justice, or humanitarianism, it is difficult to overstate its importance. This article investigates women’s experiences exiting prison in Canada to deepen understandings of post-carceral trajectories and their implications. It combines feminist work on transcarceration and Bourdieusian theory with qualitative research undertaken in Canada to propose the (trans)carceral habitus as a theoretical innovation. This research illuminates the continuity of criminalized women’s marginalization before and beyond their imprisonment, the embodied nature of these experiences, and the adaptive dispositions that they have demonstrated and depended on throughout their lives. In doing so, this article extends criminological work on carceral habitus which has rarely considered the experiences of women. Implications for resettlement are discussed by tracing the impact of criminalized women’s (trans)carceral habitus (i.e. distrust, skepticism, vigilance about their environments and relationships) on their willingness to access support and services offered by resettlement organizations.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

The impact of collaborative engagement on knowledge and performance gains in episodic collaborations

2014 ◽  
Vol 25 (2) ◽  
pp. 245-269 ◽  
Author(s):  
Nancy W. Nix ◽  
Zach G. Zacharia
Keyword(s):  
Structural Equation ◽  
Equation Modeling ◽  
Structured Interviews ◽  
Ancillary Benefits ◽  
Content Type ◽  
Empirical Survey ◽  
Collaborative Engagement ◽  
Relational Outcomes ◽  
The Impact ◽  
Ancillary Benefit

Purpose – Supply chains are embedded in a larger network of enterprises where firms exchange offerings, often compete for the same customers, and constantly innovate to improve their performance. In these dynamic environments, firms are increasingly dependent on the knowledge and expertise in external organizations to innovate, problem-solve, and improve performance. Firms are increasingly collaborating to exchange and pool skills and knowledge and deploy resources and capabilities not found in their own firm. This research using both structured interviews and survey data seeks to determine what are the direct benefits and the ancillary benefits of collaboration. The paper aims to discuss these issues. Design/methodology/approach – A mixed methodology approach was utilized, using qualitative structured interviews leading to developing a research model and then an empirical survey of 473 participants who are involved in their respective organization's collaboration projects. The data were analyzed using structural equation modeling to examine relationships between collaborative engagement, knowledge gained, operational outcomes and relational outcomes. Findings – The results of the study indicate that collaborative engagement has a direct effect on knowledge gained, operational outcomes and relational outcomes in collaboration. The ancillary benefit of collaboration is the learning that takes place leads to improved operational outcomes and relational outcomes. Research limitations/implications – In this research study all the constructs are only examined from a single perspective. This can be a limitation as it would be of greater value to collect data from all the members involved in the collaboration. Originality/value – Collaboration has been well studied in many fields but this research suggests an important ancillary benefit that needs to be considered when deciding to collaborate is the knowledge and learning that happens during a collaboration.

scholarly journals Demanded and Feared: Transnational Convergencies in National Educational Systems and Their (Expectable) Effects

2002 ◽  
Vol 1 (2) ◽  
pp. 214-233 ◽  
Author(s):  
Christel Adick
Keyword(s):  
Systems Approach ◽  
Secondary Analysis ◽  
Educational Systems ◽  
World Systems ◽  
World Systems Theory ◽  
Strong Argument ◽  
National Education ◽  
National Education Systems ◽  
Immanuel Wallerstein ◽  
The Impact

The article focuses on the impact of social developments related to ‘globalisation’ on education. In line with the world systems approach as most prominently expounded by Immanuel Wallerstein the author conceptualises globalisation not as a new development, but as the current expression of a long historical process originating in sixteenth century Europe. In order to make use of world systems theory for education, the author makes a strong argument in favour of taking Bourdieu's concepts of cultural capital and the relative autonomy of the educational system into account. On this basis, the author reviews a secondary analysis based on numerous studies of national education systems with respect to the various degrees of convergence, divergence and variation. It is argued with reference to the neo-institutionalist approach of the Stanford group that convergence and standardisation in education are not questions of affirmation or rejection as much as historical processes that by no means imply a deterministic implementation of an economic rationale.

Enterprising activism

2017 ◽  
Author(s):  
Leah Bassel ◽  
Akwugo Emejulu
Keyword(s):  
Social Justice ◽  
Third Sector ◽  
Minority Women ◽  
Enterprise Culture ◽  
Women's Activism ◽  
The Third ◽  
Welfare Mix ◽  
Third Sector Organisations ◽  
The Third Sector ◽  
The Impact

In this chapter, we explore how the changing politics of the third sector under austerity problematises minority women’s intersectional social justice claims in Scotland, England and France. We begin by exploring the ‘governable terrain’ of the third sector in each country since the 1990s. As the principle of a ‘welfare mix’ becomes normalised in each country, the reality of having different welfare providers vying for state contracts seems to prompt isomorphic changes whereby third sector organisations refashion themselves in the image of the private sector as a necessity for survival. We then move on to discuss the impact these changes in the third sector are having on minority women’s activism. We analyse how the idea of enterprise has become entrenched within these organisations and how an enterprise culture is problematically reshaping the ways in which organisations think about their mission, practices and programmes of work—especially in relation to minority women. We conclude with a discussion about what the marketisation of the third sector means for minority women. We argue that political racelessness is enacted through enterprise as minority women’s interests are de-politicised and de-prioritised through the transformation of the third sector.

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