| dc.description.abstract | This qualitative content analysis examines the integration of theoretical frameworks and critical praxis in the curricular approach within student affairs. Data from three departmental curricula at a single institution were analyzed to explore the elements of curriculum design that reflect critical praxis and how theoretical models and frameworks are implemented. The research questions guiding this study focused on identifying the impact of theoretical frameworks on curriculum design and the role of critical praxis for student affairs practitioners.
Despite the lack of explicit guidance on theory selection and integration in curriculum design spaces and the limited attention given to theory application within the curricular approach in higher education literature, this study underscores that the selection of an inherently critical theoretical framework has a significant influence on staff engagement in critical praxis. The findings underscore the importance of grounding curriculum in a critical framework that addresses power dynamics across learning goals and outcomes, advocating for a move towards collective action.
The profession of student affairs has increasingly emphasized justice-oriented practice and challenging the status quo. However, there is a need for practitioners to bridge the gap between individual-level student development and the larger sociocultural contexts in which they operate. The study suggests that to answer this call, theories that engage criticality and foster collective action and reflection must be utilized in curriculum design.
The study also highlights the role of student affairs organizations in shaping practitioners' ability to engage in critical praxis. It identifies the tension between the espoused values of the field and individual practitioners' enactment of those values. While professional associations and graduate preparation programs emphasize social justice and inclusion as competency areas, there is a danger of perceiving expertise in critical work as a static goal, hindering ongoing critical reflection. The findings emphasize the need for practitioners to continuously reflect on their practice and engage with theoretical frameworks to inform curriculum development and learning goals.
Based on the study's findings, three implications for practice are presented. First, theoretical frameworks must move towards collective action to align with the field's goals, moving beyond the sole focus on individual student development. Second, scholars and practitioners should collaborate to produce research on critical praxis in student affairs, with practitioners uniquely positioned to contribute insights from their day-to-day experiences. Third, practitioners need to deeply engage with theoretical frameworks to design curriculum and inform learning goals and strategies, recognizing the transformative power of critical theories on individuals, institutions, and policies.
The study concludes by emphasizing the need for future research to explore the execution of curricula and assess whether learning goals and outcomes are met. It calls for a focus on practitioners' role in shaping student experiences and the complexities they face in navigating student needs, institutional policies, and external pressures while promoting critical practices. Additionally, the study highlights the necessity of developing assessment practices grounded in reflexivity and centered on equity, challenging the neoliberal tendencies in the field. Ultimately, this research aims to inspire conversations and advancements in enacting critical praxis in conjunction with the curricular approach within student affairs, for the benefit of current and future students, as well as practitioners in the field. | en_US |
