Literaturnachweis - Detailanzeige
Autor/inn/en | Allan, Elizabeth J.; Estler, Suzanne E. |
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Titel | Diversity, Privilege, and Us: Collaborative Curriculum Transformation among Educational Leadership Faculty |
Quelle | In: Innovative Higher Education, 29 (2005) 3, S.209-232 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0742-5627 |
DOI | 10.1007/s10755-005-1937-y |
Schlagwörter | Educational Change; Curriculum Development; Graduate School Faculty; Graduate Study; Educational Administration; Case Studies; Cultural Pluralism; Program Descriptions; Sociocultural Patterns; Self Concept; College Environment Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Bildungsverwaltung; Schuladministration; Schulverwaltung; Case study; Fallstudie; Case Study; Kulturpluralismus; Soziokulturelle Theorie; Selbstkonzept; Hochschulumwelt |
Abstract | In this article we describe an educational leadership faculty's collective efforts to improve its curriculum by examining meanings, implications, and challenges of sociocultural identity differences for its graduate programs in educational leadership. We employed a case study method to examine the process and interim effects of faculty engagement in a diversity across the curriculum project. This study was completed after the second academic year of a multiyear process. The analysis and interpretation of data revealed themes of identity privilege, silence relative to privilege, and organizational and curricular change. Implications and resulting recommendations derive from an analysis of the enabling and inhibiting factors involved in this curricular change process. (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |