Professional Doctoral Work in Education and Student Engagement With a Social Justice Framework

• In Event: Roundtable Session 42
  In Roundtable Session: Graduate Student Development and Engagement

Abstract

Employing Milner’s Researcher Racial and Cultural Positionality framework, a qualitative study was conducted exploring students’ experiences in one online Professional Practice Doctor of Education Program in developing their understandings about bias and prejudice as it relates to justice oriented innovation. As a Carnegie Project on the Education Doctorate (CPED) member institution, the focus of this investigation contributes to understanding the result of being framed around questions of equity, ethics and social justice to address complex problems of practice. The participants described their transforming understandings, the experiences and assignments that supported those changes, and the ways that moving toward an understanding of self and others in relation to a social justice framework was a process that required ongoing reflection.

Authors

• Jane Lohmann, Northeastern University

• Sara Ewell, Northeastern University