Ed.D. Programs as Incubators for Social Justice Leadership PDF
Preview Ed.D. Programs as Incubators for Social Justice Leadership
Ed.D. Programs as Incubators for Social Justice Leadership Ed.D. Programs as Incubators for Social Justice Leadership Edited by Antonio L. Ellis College of Charleston, USA A C.I.P. record for this book is available from the Library of Congress. ISBN: 978-94-6300-394-0 (paperback) ISBN: 978-94-6300-395-7 (hardback) ISBN: 978-94-6300-396-4 (e-book) Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/ Printed on acid-free paper All Rights Reserved © 2016 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. TABLE OF CONTENTS Acknowledgements vii 1. Disruptions in Production: Seeding the Practice of Questioning 1 Scott Eacott 2. Leading from the Closet: Using a New Theory of Educational Leadership to Enact Social Justice 15 Jocelyn Dumaresq 3. Shattering the “Broken Window” Fallacy: Educational Leadership Preparation That Transforms Practice 37 Lucy A. Wakiaga 4. Social Justice in Ed.D. Programs: Perceptions from a South Florida University 55 John B. Hay and Katherine Reedy 5. Defining Problems and Facilitating Change: Starting from a Place of Justice 65 Jane S. Lohmann and Sara B. Ewell 6. Rethinking the Ed.D. to Transform Classroom Teaching 77 Patricia Walsh Coates and George Sirrakos Jr. 7. Supporting Social Justice through the Curriculum: Concepts, Communication, and Community 103 Anna M. DiStefano and Kathy Tiner-Sewell 8. Critical Pedagogy in Preparation Programs: Curriculum for the Development of Equity Leadership 117 Juanita M. Cleaver Simmons and Jennifer Fellabaum 9. Educational Leadership on Fleek: Program Differentiation and Social Justice in the New Millennium 141 Janeula M. Burt and Sheila D. Moore 10. K-12 Ed.D. Programs: Helping Urban Leaders to Create a Successful Framework for Minimizing Overrepresentaton of African American Males in Special Education 151 Walter C. Lundy Jr. and Chaz T. Gipson v TABLE OF CONTENTS 11. Another Arrow in the Quiver: Magis, Social Justice and the Ed.D. 173 Monika Hudson and Keith Hunter 12. Reimagining Doctoral Education: Mission Realignment for Enacting Social Justice 185 Desiree D. Zerquera, Ursula S. Aldana, Emma Fuentes, Susan Roberta Katz and Christopher Thomas About the Authors 199 vi ACKNOWLEDGEMENTS Contributing scholars of this volume – thanks for putting up with my many emails! Janice Ellis Myers – Love you mom! Mother Johanna Smalls (granny) – Thank you for being a dynamic surrogate grandmother! The age ninety-nine looks beautiful on you! Mr. Linard McCloud – Thank you for being a well-rounded educator! Aunt Jessie Mae Hipp – Thank you for your commitment to the family. Aunt Gail Green – Thank you for believing in me and for your gift of family storytelling! Aunt Cynthia Powell – Thank you for encouraging me! Aunt Sheila Powell – Thank you for your praying spirit! Aunt Penny Barnett Alexis – Thank you for your firm, yet gentle personality! Uncles Larry and Jap – Thank you for keeping me grounded! Professor Rhea Ballard-Thrower and the Howard University Law Library Staff – Thank you for sacrificing to ensure my success. Iota Upsilon Lambda Chapter of Alpha Phi Alpha Fraternity, Inc. – Your investment is paying off! Christina Graham – Thank you for your authentic support when I needed you most! Janatus Barnett – I will never forget your kindness and generosity cuz! I’m forever indebted! Jaquial Durham – Your youthfulness has inspired me. Bishop Brian D. Moore and Lady Moore – Thank you for your dynamic pastoral leadership. Rev. Mary E. Fowler and MMBC – Thank you for your many sacrifices. Rev. Dr. Howard John-Wesley – Thank you for your inspiring sermons. You are an exegetical giant! Dr. Nicholas Hartlep and Mrs. Hartlep – Thank you for your tangible investments and for providing the road map! College of Charleston Teacher Education Students and Faculty – Thank you for your intellectual stimulation. vii ACKNOWLEDGEMENTS Dean Leslie Fenwick and the Howard University School of Education Family – It’s an honor to represent you! Dr. Zollie Stevenson, Jr. – Your trust in me has strengthened my scholarship! Eddie Vanderhorst – My brother! Everyone should have at least one brother like you. Ivan Wright – You’ve been my ride or die! Thank you for your unwavering support! Metrovelle Denmark – I can’t forget about you! I’m proud of you! Mark Saunders – Thank you for being a visionary and for your entrepreneurial leadership! Christopher Smith – You are awesome! Looking forward to the production of your unique research! Phet Eady – You are my girl! Kindred spirits! We are one! Travis Miller – One day we will write our book! You are a friend for all seasons! Michel Lokhorst and Jolanda Karada (Sense Publishers) – Thank you for reading, accepting, and publishing this volume. I’m looking forward to working with you on future book projects! My Ancestors: Leon Myers, Anthony Slater Robinson, Carolyn Ellis Washington, Marilyn Ellis Buggs, Dorothy Ellis Davis, Rose Ellis Sheppard, Georgia Mae Freeman, Allie Mae Brown, Marie Slater, John Davis, Ruth Green, Dr. Jerome Jones, Graylin Milligan, and Christophus Javar Powell. viii SCOTT EACOTT 1. DISRUPTIONS IN PRODUCTION Seeding the Practice of Questioning INTRODUCTION On a global scale, contemporary public policy formulations have placed education at the center of attention. Armed with research pinpointing schooling as a key policy lever to improve national prosperity, both economic and social, policies driving education reform are now focused on the improvement of schools and schooling in a way never before seen. At the heart of this global phenomenon is the use of education for both individual and collective social and economic advancement. How these notions of advancement and progress are defined varies from nation to nation and over time, but behind most are notions of overall increases in social and economic capacity with some official concern for the socially just distribution of that capacity. In achieving the justice-oriented goals of this contemporary policy condition, the performance of institutions and their ‘leadership’ have emerged as serious problems in an age of global economic uncertainty and social inequity. This chapter focuses on how these problems are being redefined via policy models and experiments seeking to ‘improve’ educational leadership and leaders through credentializing preparation and development programs such as post-graduate coursework, higher degree research, and professional doctorates, such as the Doctor of Education (Educational Leadership) or Ed.D. Research relating to educational leadership (management and administration), social justice and the Ed.D., is voluminous, but remains fragmented across a set of competing research traditions defined by theoretical framework, methodological stance and/or political interest. I build my argument on the belief that current mechanisms for achieving social justice through the Ed.D. in educational leadership have yet to actually change the status quo as they have merely relied on credentialing and auditable quantification to influence educational labor rather than taking serious the onto-epistemological preliminaries of knowledge production in the discipline. In particular, I argue these experiments articulate a professionalization of knowledge couched in the ordinary language of the everyday. However, without providing the intellectual resources to think anew the image of schooling and its ‘leadership’, the currently available drivers will continue to fail on their promise as incubators of social justice. Thus, the ambitious goal of this chapter is to break down perceived binaries (e.g. theoretical/practical; individual/collective; structure/agency) and to provide intellectual resources capable of reimaging educational leadership, A. L. Ellis (Ed.), Ed.D. Programs as Incubators for Social Justice Leadership, 1–13. © 2016 Sense Publishers. All rights reserved.
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