商品簡介
Through 30 essays by education scholars from the US, Canada, Singapore, and Australia, this book examines the education doctorate program as a means for social justice leadership. They focus on the areas of program access, curriculum, and pedagogy, with discussion of program candidate recruitment and admission policy in the US, online program delivery for enhanced civic engagement, research methods courses, the project study as an alternative to the dissertation, reforming practitioner-based programs, increasing the odds of dissertation completion, the program at a historically black university, and other topics. They also cover program diversity and social justice, including social justice aspects in an Indian program, academic conferences and publications, microaggression in evaluations of minority faculty, and the identities of female students. Some time is spent illuminating the power of programs to create social justice and equitable community leadership, including programs focused on culturally relevant leadership, the application of principles of human appreciation, the role of research and writing for real-world contexts and community impact, superintendent preparation in disadvantaged areas, and the education doctorate as a catalyst for social change. Annotation c2015 Ringgold, Inc., Portland, OR (protoview.com)
作者簡介
Virginia Stead (Ed.D., OISE University of Toronto) founded the book series Equity in Higher Education Theory, Policy, and Praxis in 2015. Dr. Stead mentors students, facilitates symposia, and furthers her social justice agenda through conferences including AERA, AESA, ASHE, CIES, CSSE, CSSHE, and EAN.
