As social justice issues become known, one may be moved to act in the hopes of alleviating the conditions that burden marginalized and oppressed people. What is sometimes missing from the discourse when discussing oppressive issues is the role women play in counteracting such subjugation. Also essential, yet missing from the research, are studies that underscore the importance of educators fostering social action change outside of and apart from institutions of learning and curriculum planning. This qualitative study examined the lives of six, nontraditional, female educator intellectuals whose perceptions of self (identity) and the world were transformed by engaging in social change efforts around the globe. Through narrative inquiry, a cross-case analysis of the participants revealed the Connectivity of Transformative Conditions (CTC)- situationality, positionality, self-efficacy, agency, and praxis- illuminating our human capacity to further fracture barriers related to power, class, race, and gender through social change endeavors.
","abstract_html":"<p>As social justice issues become known, one may be moved to act in the hopes of alleviating the conditions that burden marginalized and oppressed people. What is sometimes missing from the discourse when discussing oppressive issues is the role women play in counteracting such subjugation. Also essential, yet missing from the research, are studies that underscore the importance of educators fostering social action change outside of and apart from institutions of learning and curriculum planning. This qualitative study examined the lives of six, nontraditional, female <em>educator</em> <em>intellectuals</em> whose perceptions of self (identity) and the world were transformed by engaging in social change efforts around the globe. Through narrative inquiry, a cross-case analysis of the participants revealed the Connectivity of Transformative Conditions (CTC)- situationality, positionality, self-efficacy, agency, and praxis- illuminating our human capacity to further fracture barriers related to power, class, race, and gender through social change endeavors.</p>","abstract_has_math":false,"creators":["Jordan, April D."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Curriculum and Social Inquiry","degree_department":null,"school":null,"contributors":["Dr. Efrat Efron","Terry Jo Smith","Antonina Lukenchuk"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-12-01T08:00:00Z","date_published":"2015-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:25Z","subjects":["Transformation","social action","social change","educators","culture","world","Curriculum and Social Inquiry","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/131","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Efrat Efron","Terry Jo Smith","Antonina Lukenchuk"]},{"key":"dc:creator","label":"Author","values":["Jordan, April D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-01-10T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Social Inquiry"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Transformation","social action","social change","educators","culture","world","Curriculum and Social Inquiry","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/131"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As social justice issues become known, one may be moved to act in the hopes of alleviating the conditions that burden marginalized and oppressed people. What is sometimes missing from the discourse when discussing oppressive issues is the role women play in counteracting such subjugation. Also essential, yet missing from the research, are studies that underscore the importance of educators fostering social action change outside of and apart from institutions of learning and curriculum planning. This qualitative study examined the lives of six, nontraditional, female educator intellectuals whose perceptions of self (identity) and the world were transformed by engaging in social change efforts around the globe. Through narrative inquiry, a cross-case analysis of the participants revealed the Connectivity of Transformative Conditions (CTC)- situationality, positionality, self-efficacy, agency, and praxis- illuminating our human capacity to further fracture barriers related to power, class, race, and gender through social change endeavors.
"]},{"key":"dc:title","label":"Title","values":["The Transformative Experiences of Female Educators as a Catalyst for Social Change in the World"]}]}],"canonical_facts":{"dc:contributor":["Dr. Efrat Efron","Terry Jo Smith","Antonina Lukenchuk"],"dc:creator":["Jordan, April D."],"dc:date.available":["2016-01-10T08:00:00Z"],"dc:description.abstract":["As social justice issues become known, one may be moved to act in the hopes of alleviating the conditions that burden marginalized and oppressed people. What is sometimes missing from the discourse when discussing oppressive issues is the role women play in counteracting such subjugation. Also essential, yet missing from the research, are studies that underscore the importance of educators fostering social action change outside of and apart from institutions of learning and curriculum planning. This qualitative study examined the lives of six, nontraditional, female educator intellectuals whose perceptions of self (identity) and the world were transformed by engaging in social change efforts around the globe. Through narrative inquiry, a cross-case analysis of the participants revealed the Connectivity of Transformative Conditions (CTC)- situationality, positionality, self-efficacy, agency, and praxis- illuminating our human capacity to further fracture barriers related to power, class, race, and gender through social change endeavors.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/131"],"dc:subject":["Transformation","social action","social change","educators","culture","world","Curriculum and Social Inquiry","Education"],"dc:title":["The Transformative Experiences of Female Educators as a Catalyst for Social Change in the World"],"thesis:degree_discipline":["Curriculum and Social Inquiry"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:25Z"}