Embracing diversity and demonstrating equitable and inclusive practices are critical components for mentoring relationships for leadership development.
This article describes equity‐focused online facilitation. Online approaches for fostering equity and strategies for inclusive practices are explained.
This study sought to determine graduates' perceptions of the extent to which an innovative Ph.D. in educational leadership facilitated their transformative learning and their capacity to foster others' transformative learning. The doctoral program was designed to prepare students majoring in either PK-12 school improvement or adult, professional, and community education to assume leadership roles in a variety of settings cutting across the field of education. The Ph.D. program seeks to foster transformative learning through critical reflection, discourse, and praxis within a community of learners. Theoretical Framework Transformative learning is a critical aspect of the doctoral program and the focus of this study. Other perspectives enfolded within the program and contextual to this study include community of learners, critical reflection, and praxis.
After attending the 21st Annual Adult Education Research Conference (AERC) African Diaspora Pre-Conference, the authors present their reflections on the significance of the pre-conference.
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