Defining Rigor in Justice-Oriented EdD Programs
Preparing Leaders to Disrupt and Transform Schools
Bibliographic Data
| ID | 21313611 |
|---|---|
| Authors | Jess R Weiler (0000-0002-1676-3307, 1Western Carolina University, Cullowhee, NC, USA, corresponding author), Kofi Lomotey (0000-0001-5257-5509, 1Western Carolina University, Cullowhee, NC, USA) |
| Year | 2022 |
| Volume | 58 |
| Issue | 1 |
| Pages | 110-140 |
| Publication date | 2022-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Administration Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0013-161X • E-ISSN: 1552-3519 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013161x211050926 |
| OpenAlex | W3209016576 |
| Language | EN |
| Citations received | 3 |
| References cited | 52 |
Faculty in practitioner-oriented EdD programs must continually defend the presence of rigor in their programs. The existence of rigor determines the preparedness of our educational leaders to disrupt and transform educational organizations to bring about equitable and socially just outcomes; however, perceptions of rigor by the larger community impact the overall success of these programs and their students. In this conceptual article, we discuss the ways in which the literature defines rigor within and beyond practitioner-oriented EdD programs. We integrate that the literature with the critical need for social justice leadership, and leadership preparation toward that end, to offer a conceptual framework for designing, assessing, improving, communicating, and defending the rigor of EdD programs centered upon social justice. We posit: EdD programs can claim to be rigorous and centered upon social justice if their faculty: (1) collectively envision and construct rigorous student learning outcomes (rigor as a challenge) connected to the learning of critical theory and the demonstration of critical praxis to improve the lives of marginalized/underserved students; and (2) use backward-design to develop and align curriculum and pedagogy with those outcomes, including scholarly learning experiences (rigor in research) and the elicitation of students’ critical thinking (rigor as complexity)
Critical thinking · Curriculum · Educational leadership · Engineering ethics · Epistemology · Pedagogy · Political science · Praxis · Public relations · Rigour · Sociology · Education and Critical Thinking Development · Evaluation of Teaching Practices · Psychology · Teacher Education and Leadership Studies
Who Benefits From Special Education?
The Culture of Education
Culture and Organizational Learning
More Than Words? Delving Into the Substantive Meaning(s) of “Social Justice” in Education
Improving the quality of student learning
Social Justice Leadership as Praxis
Social Justice Educational Leaders and Resistance
School Discipline as a Turning Point
Knowing-In-Action
The Persistence of Privacy
Chapter Five the Educational Benefits of Diversity
Keeping Track
What the Best College Teachers Do
Rationale and Standards for the Systematic Review of Qualitative Literature in Health Services Research
Brown and black-white achievement
Higher education markets and public policy
Plural conceptions of social justice
Reclaiming Education’s Doctorates
The New Paradigm Wars
A Signature Pedagogy in Doctoral Education
Leadership for Social Justice and Equity
Culturally Responsive School Leadership
Knowledge and Teaching
Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education
When Race Enters the Room
Improving students' learning approaches through intervention in an information systems learning environment
White Out
Verification Strategies for Establishing Reliability and Validity in Qualitative Research
The Color Line in American Education
| Unique citing works | 3 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |