Beyond Educational Research: Bridging Pedagogy and Praxis in P-20 Educational Settings Through Quality Leadership Preparation

• In Event: Developing Effective School and District Leaders

Abstract

We live in exhilarating times, whereby questions regarding what should be taught and by whom, and to what end, remains core in educational research inquiry. Consequently, there is the opportunity to take stock in the myriad of problems and possible solutions to improving pedagogy. This paper links the understudied educational research topic of underrepresented populations to their perspectives in educational leadership. In particular, African-American scholars in educational leadership reflect on their experiences associated with struggles and advantages attributed to advancing non-traditional perspectives into practice in their programs and classrooms. Using scholarly personal narrative (Ellis & Bochner, 2003; Nash, 2004), the authors argue for the centrality of critical race, mentoring and technology integrations as processes for enhancing pedagogy and higher education.

Authors

• Cosette M. Grant, University of Cincinnati

• Richard J. Reddick, The University of Texas - Austin