Consensus Is a Journey: A Programmatic Framework for EdD-Activism

Autor/inn/en	Currin, Elizabeth; Tamim, Suha; Becton, Yasha
Titel	Consensus Is a Journey: A Programmatic Framework for EdD-Activism
Quelle	In: Impacting Education: Journal on Transforming Professional Practice, 8 (2023) 1, S.49-57 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Currin, Elizabeth) ORCID (Tamim, Suha) ORCID (Becton, Yasha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Doctoral Programs; Doctoral Dissertations; Social Justice; Activism; Action Research; Program Design; Definitions; Doctoral Students + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Soziale Gerechtigkeit; Aktivismus; Politischer Protest; Projektforschung; Programme design; Programmaufbau; Programmplanung; Begriffsbestimmung; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin
Abstract	EdD programs affiliated with the Carnegie Project on the Education Doctorate encourage dissertations in practice (DiPs) focused on equity, social justice, and transformative practice. Conversations in our program revealed surface-level or late-stage social justice connections in our students' DiPs. Therefore, inspired by an existing framework that aimed at empowering EdD-activists, and needing more data from our own program, we formed a committee to design a program-specific EdD-activism framework. Through surveys, structured discussion, and other sources of qualitative data, an EdD-activism definition emerged that informed a programwide equity statement and catalyzed changes in our practice as educators. This essay presents our process, applications of our work, and our next steps. (As Provided).
Anmerkungen	University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01