A Cross-Case Analysis of Three Social Justice-Oriented Education Programs

Abstract

This cross-case analysis was based on three main questions that addressed three social justice-oriented education programs. The three questions were: 1) What critical elements underlie programs that prepare professionals for social justice? 2) What can we learn from these programs in support of educational-leadership programs whose aim is to prepare leaders for social justice? and, 3) What types of resistance have these programs perhaps faced in their preparation of leaders and educators for social justice? Each pair of authors analyzed the cases. Then we developed a "meta-consensus table" that combined all three cases for each of the three questions listed above. We then sorted the categories into themes within each meta-consensus table. Each theme was presented within the discussion of each of the three aforementioned questions. This was followed by a general discussion of the results. First, it was evident that program faculty played a key role in program development and implementation. Second, it is vital that social justice serves as the focus for all courses within a preparation program, rather than just select courses. Third, the variety of program structure across the three cases demonstrates the need for continued conversations about the most effective delivery method for individual programs and the students that they serve. Fourth, the importance of student recruitment to the program was an important component that sought to extend the existing social justice orientation of potential program candidates. The last section described resistances that were faced within the three cases. Forms of resistance came from students, faculty, and university administrators. We concluded the cross-case analysis by offering recommendations to overcome the resistances, and to encourage administrator preparation programs to place social justice at the core of student recruitment, program development, and program delivery.

Changing organisational routines in doctoral education: an intervention to infuse social justice into a social welfare curriculum

“…A second approach, the integration of multicultural or social justice content into required trainings or coursework for all students, may be an alternative to the potential marginalization of the specialization approach (Rodriguez et al, 2010). Yet an integration approach also carries a set of challenges (Calley et al, 2011;Pittman, 2009).…”

“…As examples of the specialization approach, some universities have given students the opportunity to choose a multiethnic practice concentration (Ishisaka et al, 2004), take specialized elective courses, or participate in experiential program components (e.g., service learning involvement, intergroup dialogue). Specialization has advantages for students who wish to deeply pursue social justice content or justice promoting practice methods (Rodriguez et al, 2010;Nagda and Derr, 2004). This approach also requires a large investment to develop and sustain, is often challenged to recruit and retain sufficient faculty expertise without disparate burden, can promote isolation of persons or content, and is ill-suited for reaching a large number of students (Hooyman, 2006).…”

Examining the Successful Outcomes of Multidisciplinary Teamwork in a Code Situation using the Shared Mental Model Framework

“…There are several qualitative research studies across several disciplines (Baartman, Prins, Kirschner & van der Vleuten, 2011;Rodriguez, Chambers, Gonzalez & Scheurich, 2010) that employ case analysis methodologies with the sincere goal of increasing generalizability and reassuring oneself that the described phenomenon is not solely idiosyncratic (Miles & Huberman, 1984). Therefore, the ability to review several team members' perspectives allotted the ability to establish generalizability of a phenomenon and determine the circumstances in which the phenomena will mostly occur.…”

Educating Leaders within the Context of an Inclusive Education Reform Agenda

“…That said, professional development initiatives for school leaders must be informed by concerns about social justice, democracy, equity and diversity so as to enable them to understand the ways in which certain groups of students experience oppression and social disadvantage on the basis of their alleged deviation from normative corporeal, ethic, cultural, linguistic and so on norms [41]. Hence, it is imperative that a social justice discourse is embedded in all compulsory school leadership professional development programs [33].…”