Ed.D. Programs as Incubators for Social Justice Leadership

  • Antonio L. Ellis

Table of contents

  1. Front Matter
    Pages i-viii
  2. Scott Eacott
    Pages 1-13
  3. Jocelyn Dumaresq
    Pages 15-35
  4. Lucy A. Wakiaga
    Pages 37-53
  5. John B. Hay, Katherine Reedy
    Pages 55-64
  6. Jane S. Lohmann, Sara B. Ewell
    Pages 65-76
  7. Patricia Walsh Coates, George Sirrakos Jr.
    Pages 77-102
  8. Anna M. Distefano, Kathy Tiner-Sewell
    Pages 103-115
  9. Juanita M. Cleaver Simmons, Jennifer Fellabaum
    Pages 117-140
  10. Janeula M. Burt, Sheila D. Moore
    Pages 141-150
  11. Walter C. Lundy Jr., Chaz T. Gipson
    Pages 151-171
  12. Monika Hudson, Keith Hunter
    Pages 173-183
  13. Desiree D. Zerquera, Ursula S. Aldana, Emma Fuentes, Susan Roberta Katz, Christopher Thomas
    Pages 185-198
  14. Back Matter
    Pages 199-205

About this book


This book shares the thoughts of mostly North American scholars on many interrelated topics that have not previously been linked in academic research. The focus of the book is the belief that the Ed.D. can prepare highly competent justice-oriented scholars who will be engaged with communities. Among these future leaders, the contributors envision educators who not only lead public schools, but also private foundations, not-for-profit organizations, and community centers.

An outstanding feature of this volume is that each chapter highlights existing and emerging issues such as, but not limited to, candidate recruitment and admission policies; program funding, fees, and student expenses; academic support services; faculty recruitment, compensation, evaluation, and promotion models; on-site/on-line instruction, internship policy, opportunities for graduate student employment, publishing, and conference engagement; student supervision protocols; and dissertation and capstone project parameters. In addition, the book explores cultural and socio-political contexts, public/private sector relationships, and the kinds of legislation that frame Ed.D. theory, policy, and practice from a social justice perspective.

“At its best, higher education is an indispensable space for spotlighting, challenging, and addressing injustice. This important volume offers us the conceptual, methodological, empirical, and pedagogical tools necessary for understanding the relationship between doctoral education and social justice work. Antonio Ellis has assembled an impressive array of scholars who help us understand the promise and possibility of Ed.D. programs.” – Marc Lamont Hill, Host for the Black Entertainment Network, Contributor for CNN, and Distinguished Professor of African American Studies at Morehouse College

“This volume helps to clarify what is meant by social justice in school leadership settings and provides both philosophical and theoretical perspectives as well as strategies and curricular content that can assist in developing a common sense understanding of social justice.  The development of a mental frame of reference is critical to being able to transfer that understanding and curricular content into beliefs and practices.  As a professor of educational leadership and a college administrator I am most pleased to find a volume that provides perspectives and strategies which can be employed by academicians teaching in leadership programs and practitioners as they lead and prepare others to become leaders.” – Zollie Stevenson, Jr., Associate Vice President for Academic Affairs and Associate Professor, Philander Smith College    


Ed.D. Programs Doctor of Education Educational Policy Educational Leadership Social Justice

Editors and affiliations

  • Antonio L. Ellis
    • 1
  1. 1.College of CharlestonUSA

Bibliographic information