Document Type
Article
Abstract
The Ed.D. program in Heritage Leadership for Sustainability, Social Justice, and Participatory Culture at the University of Missouri—St. Louis helps students cultivate the mindsets and skill sets required to sustain, pluralize, and enliven heritage in the public sphere. Although the program primarily meets synchronously online, the January 2020 “Wintercession” field trip to heritage sites in Montgomery, Alabama, provided an opportunity for face-to-face interactions, deep conversation, and reflection. Curricular, conversational, and collaborative inquiry deepened awareness and activated activism toward issues of racial justice. The use of high-impact practices (Kuh, 2008) allowed the cohort and faculty mentors to delve further into heritage leadership themes, including: confronting difficult emotions, recognizing sanctified space, facilitating group bonding and trust building, identifying models for activism, and moving forward in activism. We argue that the emergence of these themes demonstrates the value of immersing students and faculty in a shared, high-impact experience that focused on awareness, remembering, and wondering—the process of imagining the not yet (Keenan-Lechel et al., 2019)—as a means to “activate activism” in a cohort-based Ed.D. program.
Publication Date
1-1-2020
Publication Title
Impacting Education
Volume
5
Issue
2
DOI
10.5195/ie.2020.132
Recommended Citation
Coble, Theresa; Wohlford Mason, Corinne; Overholser, Lisa; and Gwaltney, William, "Opening Up to Hard History: Activating Anti-Racism in an Immersive Ed.D. Cohort Experience at Heritage Sites in Montgomery, Alabama" (2020). Education Sciences and Professional Programs Faculty Works. 23.
DOI: https://doi.org/10.5195/ie.2020.132
Available at:
https://irl.umsl.edu/espp/23