2.2 Disrupting the status quo: the action research dissertation as  (Page 10/13)

The Leaders We Need

We have argued that we need leaders who have the capacity to reflect critically on their own practice, transform their practice, and in so doing work democratically with others in their organizations to disrupt the status quo—to achieve organizational equity and equality among organizational actors and for the people that the organization serves. We believe that an action research dissertation, more than most other learning experiences, has the potential for achieving this outcome. The philosophical foundations that undergird action research as a democratically driven, mutual, co-generative activity incorporate the values and dimensions that Burns (1978) first highlighted as central to transformative leadershipvalues, morals, and mutuality of effect in raising leaders and followers above self-interests. Transformative leadership requires democratic collaboration and an understanding of what it means to lead collaboratively and relationally rather than authoritatively.

Action research, as an approach, draws upon multiple methodologies and research tools and therefore does not privilege one research paradigm. Rather, action research requires leaders to be skilled in a range of social science research practices that can be brought to bear to address educational and organizational problems. The knowledge created through action research can be liberating (Greenwood&Levin, 2007) since the action research process is consistent with Freire’s (1970) notion of“conscientization,”in which participants in the research process become critically aware of the political and structural boundedness of their situations and can act to rectify the asymmetrical power relations that often create and support that boundedness. Thus, action research is potentially radical in its stance and effect. By engaging in action research and gaining the knowledge, skills, and sensitivities it requires, leaders are prepared to act as real change agents with others in their own organizations. Very simply, we believe action research contributes to the development of the kind of educational leaders we need today. Our next section provides an example of how action research might be incorporated into a EdD program that includes two years of course work.

A Professionally Anchored Capstone for an EdD in Educational Leadership

The following is an example of how a capstone research experience might originate in EdD coursework based upon the principles and discussion outlined earlier in this chapter. Each doctoral candidate, who is also a practicing educational leader, would be encouraged to complete the study over the course of, say, three years. The students would be provided with an electronic portfolio space to facilitate the process. This model assumes part-time study and full-time employment. To best develop this kind of capstone experience (dissertation), the first cycle of an action research process would become an integral part of the coursework and the second cycle would be conducted at the end of the coursework (see Figure 1).