Imagine paying for a course, then you end up teaching: Black woman doctoral students in equity, social justice, and diversity courses.

2021 ◽  
Author(s):  
Ericka Roland ◽  
Tiffany N. Hughes ◽  
Francesca Simmons
Keyword(s):  
Social Justice ◽  
Doctoral Students ◽  
Black Woman ◽  
Diversity Courses

Democratically Accountable Leadership: Tensions, Overlaps, and Principles in Action

2008 ◽  
Vol 18 (2) ◽  
pp. 224-248 ◽  
Author(s):  
Carol A. Mullen ◽  
Sandra Harris ◽  
Caroline R. Pryor ◽  
Tricia Browne-Ferrigno
Keyword(s):  
Social Justice ◽  
Doctoral Students ◽  
Change Agents ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Democratic Principles

This discussion focuses on the intersection of two dissonant concepts of importance in today's educational scene—democracy and accountability. In this article, we describe how these conflicting ideologies might be resolved, theoretically and practically, through democratically accountable leadership—that is, the dual necessity of educational leaders to successfully function as change agents working for social justice. Understanding how educational leaders conceive of these phenomena is an important starting place toward preparing future educational leaders to deal more effectively with them. Hence, we investigated the idea of rethinking accountability around democratic principles and incorporating it into leadership preparation. Specifically, we present results from a study involving doctoral students (i.e., educational leaders) who were asked to link the principles of democracy and accountability to the application of social justice. As such, the article contains suggestions for implementing democratically accountable leadership into practice.

scholarly journals Russian Internet Research Agency Disinformation Activities on Tumblr: Identity, Privacy, and Ambivalence

2020 ◽  
Vol 6 (4) ◽  
pp. 205630512096178
Author(s):  
Indira Neill Hoch
Keyword(s):  
Social Justice ◽  
Social Norms ◽  
Black Woman ◽  
Qualitative Interviews ◽  
Internet Research ◽  
Russian Government ◽  
Identity Privacy

On 24 March 2018, Tumblr terminated 84 user accounts identified as being “linked to Internet Research Agency or IRA (a group closely tied to the Russian government) posing as members of the Tumblr community.” In response, Tumblr deleted the blogs and accounts of these 84 users but allowed reblogs of their posts to continue to circulate openly on the platform. Through a case study of posts originating with one IRA account, Lagonegirl, and qualitative interviews with 13 Tumblr users, this article considers the platform conventions and social norms that were utilized by the Lagonegirl account to facilitate its distribution of disinformation. Posing as a Black woman concerned with social justice but also sharing humorous posts that resonated with Millennials, Lagonegirl’s performance shows overlap with existing work on “Left Troll” IRA Twitter accounts while demonstrating platform specificity in the construction of posts.

scholarly journals Implementing Social Justice Practices Online: Lessons Learned from Teaching and Advising Dissertations in Practice During the COVID-19 Pandemic

2021 ◽  
Vol 6 (2) ◽  
pp. 34-38
Author(s):  
Karie Huchting ◽  
Rebecca Stephenson
Keyword(s):  
Social Justice ◽  
Online Education ◽  
Adult Students ◽  
Doctoral Students ◽  
Lessons Learned ◽  
Independent Learning ◽  
Full Time ◽  
Design Elements ◽  
Leadership For Social Justice ◽  
Student Community

This essay documents the lessons learned from the transition to teaching research methods courses and advising EdD doctoral students online due to the COVID-19 pandemic. This discussion is set against the backdrop of developing a new fully online EdD Program in educational leadership for social justice at the institution, wherein the online transition due to COVID-19 offered an opportunity to assess effective pedagogy, student community and engagement, and workload expectations. In our analysis of the transition to teaching online, we applied Hammond’s (2020) framework, which highlights design elements that promote agency for independent learning. We overlay the realities of teaching and advising adult students who are working full-time and managing home-life responsibilities in addition to pursuing their EdD degree. Unresolved questions and future directions for the culturally responsive and socially just online Education Doctorate are explored.

scholarly journals The impact of Disability Studies curriculum on education professionals' perspectives and practice: Implications for education, social justice, and social change

2016 ◽  
Vol 36 (2) ◽  
Author(s):  
Holly Pearson
Keyword(s):  
Social Justice ◽  
Doctoral Students ◽  
Disability Studies ◽  
Education Program ◽  
Structured Interviews ◽  
Advanced Degrees ◽  
Daily Work ◽  
Education Professionals ◽  
The Past ◽  
The Impact

<p>As a field, Disability Studies has gained ground in the past few decades by highlighting alternative ways of thinking about disability as a social, cultural, and political phenomenon. As more education professionals pursue advanced degrees with a Disability Studies framework, there is a need to understand how, if at all, Disability Studies influences their perspectives and practices. This study employed semi-structured interviews with nine doctoral students enrolled in a Doctorate of Philosophy in Education program that used the framework of Disability Studies, who are also practicing education professionals, to explore how gaining knowledge about Disability Studies impacted their daily work in the field of education. Through their experiences, they indicated that Disability Studies has transformed their conceptualization of disability, their practices, and themselves.</p>

Teaching Tip: Development of a 1-Week Intensive Course on Diversity and Equity in Veterinary Medicine

2021 ◽  
pp. e20200072
Author(s):  
Sarah Hammond ◽  
Kaitlyn Runion
Keyword(s):  
Social Justice ◽  
Veterinary Medicine ◽  
Learning Experiences ◽  
Diversity Courses ◽  
Diversity And Inclusion ◽  
Intensive Course

While colleges of veterinary medicine continually strive to promote diversity and inclusion on their campuses, few offer dedicated diversity courses within their curriculums. This article provides details on the development and implementation of a 1-week intensive course on equity and diversity in veterinary medicine, discusses the strengths and challenges encountered, and provides suggestions for those seeking to develop similar learning experiences into their curriculum. This selective course was developed to introduce students to the principles of social justice and provide them with the opportunity to examine systems of power, privilege, and oppression within the context of veterinary medicine.

scholarly journals U.S. Social Justice Spaces and Global Justice: Integrating International Students for the Engagement of All

2021 ◽  
Vol 12 (6S1) ◽  
Author(s):  
Yuqing Hou ◽  
Amy Pojar
Keyword(s):  
Social Justice ◽  
International Students ◽  
Global Justice ◽  
Global Citizenship ◽  
Social Justice Education ◽  
Institutions Of Higher Education ◽  
Domestic Students ◽  
Diversity Courses ◽  
Educational Spaces ◽  
Class Environment

This qualitative study explores the extent to which international students integrate when they encounter social justice discussions inside or outside a U.S. class environment. Focusing on diversity courses at a west coast university, the study investigates international students’ learning experiences as well as their contributions to these U.S. educational spaces when drawing from their perspectives and experiences from communities around the world. Because international students are both agents and objects of bias, the study hypothesizes that more integration leads to more engagement and better outcomes for both international and domestic participants. By interviewing and surveying students from varied national and social backgrounds, the study seeks to understand outcomes for a diverse group of both international and domestic students.  The study’s findings will advance policy, pedagogy, and practice conversations around internationalization, social justice education, and global citizenship education at institutions of higher education in the U.S.

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