A pathway toward activating social equity in public administration education from the bottom up: The case of the energy and environmental justice educational and advocacy program

Abstract

Social equity is a core principle in public administration, yet its practical application has often lagged behind significant theoretical advancements. This article addresses that gap in doctoral education programs, exploring how bottom-up, student-led experiential learning (BUSLEL) can serve as a pathway to activate social equity (ASE) in public administration education. The Energy and Environmental Justice Educational and Advocacy Program (EEJEAP) exemplifies how such initiatives can complement traditional top-down methods and help bridge the gap between theory and practice. EEJEAP engages students in studying the administrative burdens faced by low-income households seeking energy assistance in Douglas County, Kansas. This program not only provides students with hands-on research opportunities and fosters personal and professional growth but also demonstrates the potential of BUSLEL models to enhance public administration curricula. EEJEAP makes a meaningful contribution to ASE efforts in public administration doctoral education by equipping students to navigate complex equity challenges.