Clark University’s Ed.D. in Transformative Education is designed for education professionals committed to equity and social justice, who seek to become agents of change in their fields. This program supports practitioners by enhancing their practice through academic scholarship and practitioner inquiry.
Why choose Clark’s Ed.D. in transformative education?
- Commitment to equity and social justice
- Small class sizes and personal attention
- Cohort-centered, low-residency program
- Extensive social networks with faculty and students
- Interdisciplinary framework
- Areas of study
- Skills acquired
- Who should apply?
- Career opportunities
- Anti-oppressive education
- Racial literacy and social justice
- Education as a tool for social change
- Community engagement
- Activist scholarship and practitioner inquiry
- Social theory and interdisciplinarity
- Literacy education and multilingualism
- Educational leadership and school change
- Designing and conducting original research
- Enhanced academic scholarship and practitioner inquiry skills
- Effective communication with various stakeholders
- Theorizing and addressing professional practice problems
- Collaboration and networking with faculty, peers, and practitioners
- Teaching undergraduate courses
- Addressing critical issues in teaching, learning, and equity
- Promoting culturally sustaining practices
This program is ideal for individuals who:
- Hold a master’s degree in education or a related field
- Have a commitment to equity and social justice
- Seek to make an impact and be agents of change in their field
- Are engaged practitioners wanting to enhance their practice
- Utilize an asset-based approach in their work
Graduates can pursue roles such as:
- Instructional Coaching or Leadership
- Executive Director of a Non-Profit Organizations or Other Leadership Roles
- Curriculum Specialists/Director of Curriculum
- Educational Leadership
- Higher Education Administration
- Teacher Leadership
- Faculty in Higher Education/Teacher Education
- Community Organizing
- Educational Consulting
- Director of Organizational Learning for an Organization
Application Requirements
Applicants must hold a bachelor’s degree, and master’s degree in education or a related field.
- Completed Online application form
- Application fee (non-refundable): $75
- Current CV or résumé
- Academic transcripts from all intuitions attended
- Demonstrated English language proficiency
- Complete a personal statement in two parts:
- Looking Back: Share your journey that has led you to apply to this program. What has influenced you to apply? Include: A) a description of experiences—that have been most interesting, challenging and/or transformative, and why; and B) a reflection of your strengths and assets as a learner and agent for change
- Looking Forward: Why an Ed.D. in Transformative Education? How will this program of study help you accomplish your goals and dreams? This paper should include a description of your objectives and goals in pursuing the Ed.D. and an indication of knowledge, skills, and research interests that you may pursue with the support of program faculty, peers, and advisors.
- Three Letters of Recommendation as follows:
- One from an Academic Reference who is familiar with your academic capabilities
- One from colleague or supervisor in a work environment
- One from a person you supervised. This can be from a current or former student, or someone whom you advised, mentored, and/or guided in a work environment.
Tuition and scholarships
Total tuition: $51,600 (16 courses at $3,225 per course).
Limited scholarships, including teaching and research assistantships, are available.
Transfer credits
Up to two courses from previous doctoral work may be transferred, subject to approval.
Licensure
This program does not provide licensure. For licensure, consider our Master’s of Arts in Teaching or M.Ed./Ed.S. in School Psychology programs.
Faculty research areas
Jie Park
Associate Professor
Examining adolescent literacy and language practices
Professor Park studies how first-generation immigrant students acquire academic discourses, and what cultural and linguistic resources they bring to their schooling.
Rae Stevenson
Assistant Professor
Exploring the racialized experiences of Black youth schools
A writer, scholar, and youth worker, her work focuses on creating spaces where young people can engage in storytelling, art, and participatory action research to challenge systemic inequities and imagine radical futures.
Nadia Ward
Professor of Practice
Comprehensive urban school reform
Dr. Ward has worked extensively with high-risk as well as high-achieving urban youths and their families in a variety of capacities. She has designed and evaluated academic enrichment and competence-enhancing substance abuse and violence prevention programs in school and community settings.
Aaron Haddock
Associate Professor of Practice
Reciprocal relationship between research and practice
Aaron D. Haddock, M.Ed., Ph.D. serves as the Director of Behavioral Health Initiatives and Programs at the Mosakowski Institute for Public Enterprise (MIPE) at Clark University. MIPE is focused on creating an integrated behavioral health system of care that promotes social-emotional learning (SEL) and fosters resiliency among adolescents and young adults.
Kate Bielaczyc
Associate Professor
Developing both technological and social infrastructures
Dr. Bielaczyc received a B.Sc. Honors in computer science from the University of Edinburgh in Scotland, and a Master’s and Ph.D. in education from The University of California at Berkeley. She has been at Clark since 2012.
Raphael Rogers
Associate Professor of Practice
Enhancing student engagement with school and learning
Raphael Rogers received his Bachelor of Arts degree in History from Clark University, a master’s in curriculum and instruction from Northeastern University, and a doctorate in education from the University of Massachusetts at Amherst.
Eric DeMeulenaere
Professor
Effective and liberatory learning spaces for students of color
Dr. DeMeulenaere consults with educational leaders nationally and internationally to transform their organizational cultures to promote greater racial and social justice.
Jie Park
Associate Professor
Examining adolescent literacy and language practices
Professor Park studies how first-generation immigrant students acquire academic discourses, and what cultural and linguistic resources they bring to their schooling.
Rae Stevenson
Assistant Professor
Exploring the racialized experiences of Black youth schools
A writer, scholar, and youth worker, her work focuses on creating spaces where young people can engage in storytelling, art, and participatory action research to challenge systemic inequities and imagine radical futures.
Nadia Ward
Professor of Practice
Comprehensive urban school reform
Dr. Ward has worked extensively with high-risk as well as high-achieving urban youths and their families in a variety of capacities. She has designed and evaluated academic enrichment and competence-enhancing substance abuse and violence prevention programs in school and community settings.
Aaron Haddock
Associate Professor of Practice
Reciprocal relationship between research and practice
Aaron D. Haddock, M.Ed., Ph.D. serves as the Director of Behavioral Health Initiatives and Programs at the Mosakowski Institute for Public Enterprise (MIPE) at Clark University. MIPE is focused on creating an integrated behavioral health system of care that promotes social-emotional learning (SEL) and fosters resiliency among adolescents and young adults.
Kate Bielaczyc
Associate Professor
Developing both technological and social infrastructures
Dr. Bielaczyc received a B.Sc. Honors in computer science from the University of Edinburgh in Scotland, and a Master’s and Ph.D. in education from The University of California at Berkeley. She has been at Clark since 2012.
Raphael Rogers
Associate Professor of Practice
Enhancing student engagement with school and learning
Raphael Rogers received his Bachelor of Arts degree in History from Clark University, a master’s in curriculum and instruction from Northeastern University, and a doctorate in education from the University of Massachusetts at Amherst.
Eric DeMeulenaere
Professor
Effective and liberatory learning spaces for students of color
Dr. DeMeulenaere consults with educational leaders nationally and internationally to transform their organizational cultures to promote greater racial and social justice.
Jie Park
Associate Professor
Examining adolescent literacy and language practices
Professor Park studies how first-generation immigrant students acquire academic discourses, and what cultural and linguistic resources they bring to their schooling.
Rae Stevenson
Assistant Professor
Exploring the racialized experiences of Black youth schools
A writer, scholar, and youth worker, her work focuses on creating spaces where young people can engage in storytelling, art, and participatory action research to challenge systemic inequities and imagine radical futures.
Nadia Ward
Professor of Practice
Comprehensive urban school reform
Dr. Ward has worked extensively with high-risk as well as high-achieving urban youths and their families in a variety of capacities. She has designed and evaluated academic enrichment and competence-enhancing substance abuse and violence prevention programs in school and community settings.
Aaron Haddock
Associate Professor of Practice
Reciprocal relationship between research and practice
Aaron D. Haddock, M.Ed., Ph.D. serves as the Director of Behavioral Health Initiatives and Programs at the Mosakowski Institute for Public Enterprise (MIPE) at Clark University. MIPE is focused on creating an integrated behavioral health system of care that promotes social-emotional learning (SEL) and fosters resiliency among adolescents and young adults.
Kate Bielaczyc
Associate Professor
Developing both technological and social infrastructures
Dr. Bielaczyc received a B.Sc. Honors in computer science from the University of Edinburgh in Scotland, and a Master’s and Ph.D. in education from The University of California at Berkeley. She has been at Clark since 2012.
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