Abstract
The Doctor of Education (Ed.D.) degree prepares individuals in research and professional practice in education. In the case of Doctor of Education programs that have a focus on leadership, candidates are expected to act as agents of educational and social change. This chapter turns a critical lens to educational leadership programs in two states, Connecticut and Ohio, in order to better understand the current state of qualitative research and social justice within Doctor of Education programs. Additionally, mission, visions, and educational websites were examined to assess the range of experiences around social justice offered in educational leadership programs. This work also explores the literature on qualitative research methods as a form of inquiry and the history and evolution of qualitative methods that makes this research paradigm a good fit for social justice research and activities within educational leadership programs. Lastly, it illustrates practical approaches to embedding social justice in qualitative research courses.
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