Listening to and Crafting Stories: Cultivating Activism in Online Doctoral Students
The Johns Hopkins online EdD program prepares students as scholar-practitioners who become leaders and agents of change across educational contexts. Advocating for equity and social justice requires our students to not only immerse themselves in the relevant literature and learn the traditional skills of applied research but to master the art of communication through a sort of storytelling. Storytelling, in this sense, represents a means to gather and analyze data and understand and integrate diverse perspectives to engage and persuade relevant stakeholders (Moezzi, Janda, & Rotmann, 2017). The Hopkins first-year EdD programming and coursework emphasize the use of deficit-free language to understand people and problems, consideration of diverse perspectives and structuring inquiry with a systems-approaches to explore contextual problems using a mixed methods research paradigms. Together, the program's approach to student learning and practice-oriented courses and dissertation research contribute to training scholar-practitioners as activists who ask relevant questions, draw on multiple perspectives to craft potential solutions, adapt to a variety of contexts and circumstances, engage with diverse stakeholders, reflect on their own assumptions, and admit to and learn from mistakes throughout the process. Through a detailed accounting and examination of the JHU onboarding features and processes, particular course content and assignments, as well as the interplay of these elements, this paper will demonstrate how attending to language, perspective taking, context, and research inquiry support the development of scholar-activists.
Arroyo, K. K. (2017). Creative policymaking: Taking the lessons of creative placemaking to scale. Artivate: A Journal of Entrepreneurship in the Arts, 6, 58–72.
Bauer, T. N., Bodner, T., Erdogan, B., Truxillo, D. M., & Tucker, J. S. (2007). Newcomer adjustment during organizational socialization: A meta-analytic review of antecedents, outcomes, and methods. Journal of Applied Psychology, 92(3), 707-721. https://doi.org/10.1037/0021-9010.92.3.707
Bronfenbrenner, U. (1994). Ecology models of human development. In T. N. Postlewaite & Husen, T. (Eds.), International encyclopedia of education (2nd ed., Vol. 3, pp. 1643-1647). Elsevier.
Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Harvard Educational Press.
Cabrera, D., & Cabrera, L. (2015). Systems thinking made simple: New hope for solving wicked problems. Odyssean Press.
Clark, M. C., & Rossiter, M. (2008). Narrative learning in adulthood. New Directions for Adult and Continuing Education, 119, 61-70. https://doi.org/10.1002/ace.306
Cooperrider, D. L., & Whitney, D. (2000). A Positive Revolution in Change: Appreciative Inquiry. In D. L. Cooperrider, P. F. Sorensen, Jr., D. Whitney, and T. F. Yaeger (Eds.), Appreciative inquiry: Rethinking human organization toward a positive theory of change (pp. 3–27). Stipes Publishing.
Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Technology Research and Development, 29, 75–91. https://doi.org/10.1007/BF02766777
Hartman, A. (1990). Many ways of knowing. Social Work, 35, 3-4. https://doi.org/10.1093/sw/35.1.3
Hendriks, C. M., Ercan, S. A., & Duus, S. (2019). Listening in polarised controversies: A study of listening practices in the public sphere. Policy Sciences, 52, 137-151.
Holmes, B., Willis, K., & Woods, E. (2016). Strategic onboarding of online doctoral students: Creating a pathway to academic persistence. Asian Journal of Social Sciences and Management Studies, 3(2), 136-139.
Jacoby, B. (2017). The new student activism: Support students as agents of social change. Journal of College and Character, 18, 1-8. https://doi.org/10.1080/2194587X.2016.1260479
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33, 14–26. https://doi.org/10.3102/0013189X033007014
Mertens, D. (2007). Transformative Paradigm: Mixed Methods and Social Justice. Journal of Mixed Methods Research. 1. 212-225. https://doi.org/10.1177/1558689807302811.
Mertens, D. M. (2018). Mixed methods design in evaluation. Thousand Oaks: Sage.
Moezzi, M., Janda, K. B., & Rotmann, S. (2017). Using stories, narratives, and storytelling in energy and climate change research. Energy Research & Social Science, 31, 1-10. https://doi.org/10.1016/j.erss.2017.06.034
Stufflebeam, D. L. (2003). The CIPP model for evaluation. In D. L. Stufflebeam & T. Kellaghan (Eds.), The international handbook of evaluation (pp. 31–61). Kluwer Academic Publishers.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Warren, M. R., Park, S. O., & Tieken, M. C. (2016). The formation of community-engaged scholars: A collaborative approach to doctoral training in education research. Harvard Educational Review, 86, 233-260. https://doi.org/10.17763/0017-8055.86.2.233
Copyright (c) 2021 Carey Borkoski, Brianne Roos
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
- Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
- The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
- Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
- The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
- Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
- The Author represents and warrants that:
- the Work is the Author’s original work;
- the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
- the Work is not pending review or under consideration by another publisher;
- the Work has not previously been published;
- the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
- the Work contains no libel, invasion of privacy, or other unlawful matter.
- The Author agrees to indemnify and hold Publisher harmless from Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.
Revised 7/16/2018. Revision Description: Removed outdated link.