Diversity, Privilege, and Us: Collaborative Curriculum Transformation among Educational Leadership Faculty

Autor/inn/en	Allan, Elizabeth J.; Estler, Suzanne E.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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