This chapter presents case studies of two doctoral students in a program designed to develop leadership for social justice. Amidst criticisms that doctorate programs promote neither research nor professional expertise, the question of program relevance is addressed by asking a different question. How are urban school leaders uniquely positioned to conduct research that can transform schools? The tale of two scholar-practitioners illustrates the changes in site and district practices that result from collaborative, site-based studies. Inquiries were grounded in critical theory: by collaborating with those most affected by policy, school leaders and participants transformed inequitable practices at and beyond their schools.
Winkelman, P. and Collay, M. (2012), "Chapter 10 A Tale of two Scholar-Practitioners: Transforming Practices at their Sites and Beyond", Boske, C. and Diem, S. (Ed.) Global Leadership for Social Justice: Taking it from the Field to Practice (Advances in Educational Administration, Vol. 14), Emerald Group Publishing Limited, Bingley, pp. 173-189. https://doi.org/10.1108/S1479-3660(2012)0000014014Download as .RIS
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