Critical Voices

Introduction

The EdD Leadership and Policy program at UBC is grounded in the belief that it is important for participants to engage in scholarly discourse about understanding, critiquing and improving practice in educational settings. Sharing our theories in practice gives the fields in which we are working enrichment in the forms of new perspectives, stimulating inquiry, refining methodologies, expanding knowledge boundaries, fostering innovation, and building professional networks.

Much of the EdD program’s purpose, and achievement, comes from the recognition of students’ and alumni preparedness to engage in critical reflection on practice. This propensity is, in turn, sustained through an acknowledgement of the benefits derived from the enrichment of their conceptual resources which comes from being “reflective,” or introspective, about their own practice, and analytical about the concept of practice itself.

Invitation

In acknowledgement of the nature and purpose of the EdD program, editions of the online publication Critical Voice will be constituted by submissions, from the program’s current students, alumni and faculty that:

  • Focus on practice-studying practice, trying to understand practice, being constructively critical of practice, improving one’s practice
  • Provoke scholarly engagement, through the critical examination of professional practice
  • Highlight (acknowledge/celebrate) the relationship of professional experience and reflexivity, as informed through academic study and research

The problematic of educational policies is the theme of the first issue of Critical Voices. An invitation was distributed to all EdD cohorts on March 25, 2025, outlining the main criteria required for submissions.

Submission:

Please send your submissions to Dana Goedbloed, Editor in Chief at goedworks@gmail.com

Submission Evaluation Template

Submission for publication to the platform should be evaluated against the following criteria to ensure the Critical Voices platform adhere to valid, credible and suitable academic standards:

Originality

  • New ideas, findings or perspectives
  • A unique contribution to the existing body of knowledge

Clarity

  • Well organized
  • Clearly written

Relevance

  • Addresses the theme/problem in a timely and relevant context

Rigor

  • Validity, reliability and ethical standards are evident in the consideration of the submission

Compliance with Submission Guidelines

  • Wordcount, font, etc.

Critical Analysis

  • A critical engagement with the theme/subject is evident

Ethical Standards

  • Academic and professional standards are evident in support of:
    • Transparency
    • Honesty
    • Integrity

Publication Outline

  • The Critical Voices Journal will be published two times per year in its early stages.
  • Submissions will be posted 90 days before publication, and accepted until 30 days before publication.
  • Initial submissions will be accepted within a wide range of topics and themes. Length of submissions must be no more than 3,000 words/12 double-spaced pages.
  • Only edited submissions will be accepted. (APA 7, 12-point standard Arial or Times New Roman font, 1-inch margins.)

Themes and Topics – Open to Suggestions

  • Neo-liberalism in today’s educational systems
  • Transitions from practice to scholarship, and back again
  • What is the difference between a PhD and EdD, in practice and reflexivity, and why does it matter?
  • Social justice
  • Interdisciplinary work

Themes and Topics

  • What do they mean by skilled? What do they mean by scholarship?
  • What is the link between leadership and the EdD?
  • Indigenous education – access & practices, leadership for decolonization
  • Appreciative inquiry – applications in the field

Provocations

  • How do we expand public conversations through a praxis of crisis?
  • Where is leadership in developing educational policy?

Discussion Groups

  • Based on published submissions
  • Emerging topics and themes

Responses, Questions, ‘Where Did the Writing Take You’

  • Questions for authors and readers
  • Suggestions for further dialogue – supporting a community of practice

Editorial Board

Marilynne Waithman

Dr. Marilynne Waithman EdD (2008) is an adjunct professor in the UBC Educational Studies Department.  She is an educator and social justice advocate whose career and post-graduate initiatives are focused on academic research, leadership, professional ethics, educational innovation, policy studies, special education, public health and community service.

Natalia Bussard

Dr. Natalia Bussard, EdD candidate, serves as the Program Manager for Science, Environment and Health Sciences Co-operative Education within Work Integrated Learning at Simon Fraser University. She is a researcher specializing in plurilingualism and transformative learning, as well as an advocate for lifelong learning. Her career and postgraduate endeavors focus on academic research in applied linguistics, leadership, career development, and workplace learning. As part of the 2017 cohort, Natalia brings over 20 years of leadership experience in education, training, talent management, and program development to her role. Dr. Bussard also holds a doctorate in Chinese American literature, exploring mother-daughter relationships in the works of Amy Tan. 

John Fleming

Dr. John Fleming is a 2021 graduate of the EdD Program in Educational Leadership and Policy from the University of British Columbia. He has 35-years’ experience in the BC Post-Secondary system, including 25 years as a faculty member (Criminology and Youth Justice Studies) and terms as a Department Chair, Associate Dean and Dean. In addition to his work in higher education, John is a practicing psychotherapist and consultant working with post-secondary institutions and health regulators.

Kathy Siedlaczek

Dr. Kathy Siedlaczek, EdD is Dean Academic Planning & Quality Assurance at BCIT.  She has dedicated her career to higher education in the areas of academic quality, educational policy,

teaching/learning innovation, learning design, and the overall student experience.  In addition, she has served on various post-secondary, Ministry and community governance and advisory bodies. Her research interests focus on theory-informed practices related to educational leadership and policy.  

Dana Goedbloed, Editor in Chief

Dr. Goedbloed is a 2014 graduate of the EdD in Policy and Leadership at UBC.  She has over 35 years experience in public secondary and post-secondary institutions in Alberta and British Columbia as a faculty member, program developer, governance chair, Associate Dean, and Dean. Her work and research have focused on vocational education, apprenticeship, governance, policy, transitions from secondary to post-secondary education, and developing viable partnerships.  She has also served on several national, provincial and local education, indigenous and health boards.

 

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