Enacting Inclusivity in the Preparation of Emerging Scholars: A Response to Programme Reform in Higher Education

Autor/inn/en	Stewart, Saran; Haynes, Chayla; Deal, Kristin
Titel	Enacting Inclusivity in the Preparation of Emerging Scholars: A Response to Programme Reform in Higher Education
Quelle	In: Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 13 (2020) 1, S.24-41 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-2273
DOI	10.3167/latiss.2020.130103
Schlagwörter	Doctoral Students; Higher Education; Social Justice; Equal Education; College Admission; College Faculty; Doctoral Programs; Teaching Methods; Educational Change; Ethnography; Freedom; Student Attitudes; Diversity; Program Design; Teacher Collaboration; Autobiographies; Educational Experience; Audiovisual Aids; Theory Practice Relationship; Self Concept; Blacks; Socialization; Educational Attainment; White Students; African American Students; Personal Narratives + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Gerechtigkeit; Hochschulzugang; Hochschulzulassung; Zulassung; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Ethnografie; Freiheit; Schülerverhalten; Programme design; Programmaufbau; Programmplanung; Lehrerkooperation; Autobiography; Autobiografie; Autobiographie; Bildungserfahrung; Audiovisuelles Medium; Theorie-Praxis-Beziehung; Selbstkonzept; Black person; Schwarzer; Socialisation; Sozialisation; Bildungsabschluss; Bildungsgut; African Americans; Afroamerikaner; Erlebniserzählung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01