Elizabeth J. Allan and Suzanne E. Estler

Abstract: In this article we describe an educational leadership faculty’s collective efforts to improve its curriculum by examining meanings, implications, and challenges of sociocultural identity differences for its graduate programs in educational leadership. We employed a case study method to examine the process and interim effects of faculty engagement in a diversity across the curriculum project. This study was completed after the second academic year of a multiyear process. The analysis and interpretation of data revealed themes of identity privilege, silence relative to privilege, and organizational and curricular change. Implications and resulting recommendations derive from an analysis of the enabling and inhibiting factors involved in this curricular change process.

Key words: diversity; privilege; faculty development; higher education; curricular change

总 结：

1、在本文中,作者描述了一个教育领导教师改善其课程通过检查的集体努力的含义、意义和挑战，这是在教育领导中社会文化身份的差异的研究生项目。

2、作者使用了案例研究方法分析过程的多样性项目——临时影响教师参与整个课程。数据显示，主题的分析和解释身份的特权,组织和课程的变化，来自启用和抑制因子分析参与这个课程变化过程的建议和产生的影响。

来源：Innovative Higher Education, Vol. 29, No. 3, Spring 2005, DOI: 10.1007/s10755-005-1937-y, p209-232. 23p.