Mechanisms for Change

Infusing the EdD with Change-making Practices

Authors

DOI:

https://doi.org/10.5195/ie.2024.390

Keywords:

behavior change, systemic change, educational research

Abstract

While the COVID-19 pandemic forced the rapid development of adaptations in educational systems, these innovations often disappeared as schools returned to so-called pre-pandemic normalcy. This essay explores the role of the Education Doctorate (EdD) programs in equipping candidates with the necessary tools to foster sustained change within their institutions, even in the face of limited power. Drawing from the metaphor of the Rider and the Elephant, this essay proposes specific practices within the EdD framework to support students in appealing to both logical reasoning and emotional engagement to drive change. By aligning the Rider (conscious thinking) with the Elephant (unconscious emotions) and creating a conducive path (environment), lasting behavioral change can be achieved. Additionally, the essay highlights the importance of recognizing the interplay between educational research and the practical realities of classroom instruction, emphasizing how EdD graduates can bridge the gap between education research claims and local education system needs.

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Published

2024-01-29

How to Cite

Husbye, N. E., Rezac, T., Wessels , S., & Trainin , G. (2024). Mechanisms for Change: Infusing the EdD with Change-making Practices . Impacting Education: Journal on Transforming Professional Practice, 9(1), 35–38. https://doi.org/10.5195/ie.2024.390

Issue

Vol. 9 No. 1 (2024): Designing, Developing, and Sustaining Doctoral Programs in a Post-Pandemic Age

Section

Themed - Designing, Developing, and Sustaining Doctoral Programs in a Post-Pandemic Age

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Copyright (c) 2024 Nicholas E. Husbye, Tachier Rezac, Stephanie Wessels , Guy Trainin

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