Diversity, Privilege, and Us: Collaborative Curriculum Transformation Among Educational Leadership Faculty
Diversity, Privilege, and Us: Collaborative Curriculum Transformation Among Educational Leadership Faculty
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多样性、特权和我们：教育领导力教师之间的协作课程转型
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
Suzanne E. Estler
中科院分区：
文献类型：
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作者：
Elizabeth J. Allan;Suzanne E. Estler
在这篇文章中，我们描述了一个教育领导教师的集体努力，以改善其课程的意义，影响和挑战的社会文化身份的差异，其研究生课程在教育领导。我们采用个案研究的方法来研究教师参与的过程和中期效果在整个课程项目的多样性。这项研究是在多年进程的第二学年结束后完成的。对数据的分析和解释揭示了身份特权，相对于特权的沉默，以及组织和课程变化的主题。对这一课程改革过程中的有利因素和不利因素进行了分析，得出了一些影响和建议。
In this article we describe an educational leadership faculty’s collective efforts to improve its curriculum by examining meanings, implications, and challenges of sociocultural identity differences for its graduate programs in educational leadership. We employed a case study method to examine the process and interim effects of faculty engagement in a diversity across the curriculum project. This study was completed after the second academic year of a multiyear process. The analysis and interpretation of data revealed themes of identity privilege, silence relative to privilege, and organizational and curricular change. Implications and resulting recommendations derive from an analysis of the enabling and inhibiting factors involved in this curricular change process.1