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Social justice development: Creating...

Rouse, Janelle Ellis.

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Social justice development: Creating social change agents in academic systems.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Social justice development: Creating social change agents in academic systems./
Author:	Rouse, Janelle Ellis.
Description:	259 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: 2735.
Contained By:	Dissertation Abstracts International72-08A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3457644
ISBN:	9781124684475

Social justice development: Creating social change agents in academic systems.
Rouse, Janelle Ellis.

Social justice development: Creating social change agents in academic systems. - 259 p.

Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: 2735.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2011.

The purpose of this dissertation is to use critical and transformative research to engage academic advisors in developing the social, cultural, and political habits of mind, understanding, knowledge and skills necessary to enact social justice leadership in academic systems and higher education. This research posits that a contemporary approach to academic advising is necessary to meet the diverse sociocultural and sociopolitical needs of today's learners. Today's colleges and universities need academic advisors who encompass a unique set of critical competencies necessary to support and promote equity and equality, and contribute to the holistic success and achievement of college students.

ISBN: 9781124684475Subjects--Topical Terms:

529436
Educational leadership.

Social justice development: Creating social change agents in academic systems.
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245 1 0 $a Social justice development: Creating social change agents in academic systems.
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500 $a Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: 2735.
500 $a Adviser: Leila E. Villaverde.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2011.
520 $a The purpose of this dissertation is to use critical and transformative research to engage academic advisors in developing the social, cultural, and political habits of mind, understanding, knowledge and skills necessary to enact social justice leadership in academic systems and higher education. This research posits that a contemporary approach to academic advising is necessary to meet the diverse sociocultural and sociopolitical needs of today's learners. Today's colleges and universities need academic advisors who encompass a unique set of critical competencies necessary to support and promote equity and equality, and contribute to the holistic success and achievement of college students.
520 $a At the center of the dissertation project lies a social justice development model, designed to represent the logical sequence of stages/phases an advisor may undergo to develop the necessary social justice competencies and habits of mind to engage in social justice leadership. Critical theoretical constructs such as critical feminism, critical race theory, constructivism, critical pedagogy, post-womanist pedagogy and transformative curriculum leadership are used to develop the model. Additionally, a diversity education curriculum is included to engage academic systems and academic/student affairs practitioners in a professional development workshop/training experience.
590 $a School code: 0154.
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650 4 $a Higher education administration. $3 2122863
650 4 $a Curriculum development. $3 684418
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710 2 0 $a The University of North Carolina at Greensboro. $b School of Education: Educational Leadership and Cultural Foundations. $3 1058975
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