NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1414230
Record Type: Journal
Publication Date: 2023
Pages: 18
Abstractor: As Provided
ISSN: ISSN-2381-5183
Centering the Margins: Critical Pedagogical Practices in an Educational Leadership Doctoral Classroom
Brandelyn Tosolt
SoJo Journal: Educational Foundations and Social Justice Education, v9 n1 p61-78 2023
Doctoral education is a time of profound identity shaping. Educational leadership continues to be dominated by assumptions about Whiteness and maleness as well as calls to center social justice in the educational leadership curriculum. In this paper, I describe the critical pedagogical approaches and underpinnings I used in the genesis, structuring, and implementation of an educational leadership doctoral course focused on the specific intersection of Black women. I highlight the roles of dialogue, relationships, and my own positionality. Institutional leaders, educational leadership program leaders, and individual faculty must commit to reenvisioning educational leadership preparation through an intersectional lens to move toward educational justice. Finally, I offer a reflection on the iterative nature of social justice teaching and learning, highlighting imagination, passion, healing, and joy.
IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A