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ERIC Number: EJ1133502
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: EISSN-2159-1474
Dissertation Journeys of Scholar-Practitioners in an Educational Leadership for Social Justice Program
Dailey, Ardella; Harris, Margaret; Plough, Bobbie; Porfilio, Brad; Winkelman, Peg
Journal of Inquiry and Action in Education, v7 n1 p36-49 2016
The task of guiding the development of scholar-practitioners as leaders for social justice is inherently challenging. The dissertation journey, unlike any other journey practitioner-based doctoral students face in urban school settings, provides a steep learning curve as they transition from practitioner to scholar-practitioner. This journey challenges doctoral students, particularly those who represent the marginalized students they serve, as they begin to understand their personal history, how they view themselves, how they view others, and the ethical and political issues (Creswell, 2013) they face as their thinking shifts from that of a mere practitioner to that of a scholar-practitioner. This collection of case studies on dissertation research emerged from the collective work of faculty, students, and program graduates of the Educational Leadership for Social Justice Doctoral Program at California State University at East Bay. As we examine the development of scholar-practitioners' research, we consider the role of faculty in supporting not merely the research, but more importantly the work to pursue more equitable outcomes in schools and society. The selected cases represent the complex task of preparing scholar-practitioners to lead for social justice.
Buffalo State College School of Education. 1300 Elmwood Avenue Bacon Hall 306, Buffalo, NY 14214. Tel: 716-878-4214; Fax: 716-878-5301; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A