Innovative Higher Education

, Volume 29, Issue 3, pp 209–232 | Cite as

Diversity, Privilege, and Us: Collaborative Curriculum Transformation Among Educational Leadership Faculty

  • Elizabeth J. Allan
  • Suzanne E. Estler


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.1


diversity privilege faculty development higher education curricular change 


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Copyright information

© Springer Science + Business Media, Inc. 2005

Authors and Affiliations

  1. 1.118 Merrill HallUniversity of MaineOrono

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