Ecology of Social Justice Leadership: How Schools Are Responsive to Refugee Students

Autor/in	Caliskan, Omer
Titel	Ecology of Social Justice Leadership: How Schools Are Responsive to Refugee Students
Quelle	In: Multicultural Education Review, 12 (2020) 4, S.267-283 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Caliskan, Omer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
DOI	10.1080/2005615X.2020.1842656
Schlagwörter	Social Justice; School Administration; Principals; Leadership Role; Administrator Attitudes; Public Schools; Elementary Schools; Secondary Schools; Refugees; Disadvantaged Youth; Socioeconomic Background; Educational Environment; Multicultural Education; Social Structure; Educational Policy; Barriers; Foreign Countries; Turkey; Syria; Iraq; Afghanistan + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Principal; Schulleiter; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Sekundarschule; Flüchtling; Benachteiligter Jugendlicher; Sozioökonomische Lage; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Multikulturelle Erziehung; Sozialstruktur; Politics of education; Bildungspolitik; Ausland; Türkei; Syrien; Irak
Abstract	Witnessing a tremendous influx of refugees in the last years, Turkish schools have turned into a multicultural environment with various ethnic, racial, and religious student populations. Given that there may be cases of marginalization or injustices for the refugee students at Turkish schools, this study seeks to explore to what extent school principals can perform social justice practices within the ecology of social justice leadership (individual, microsystem & mesosystem, exosystem, and macrosystem). The data of this study came from semi-structured interviews conducted with 10 school principals working at refugee-populated public schools in Turkey. The findings revealed that school principals were much dependent on the influential dynamics surrounding them in creating socially just and fair school environment for refugee students. Especially, serious socioeconomic challenges of refugees and naive and unclear government policies about the education of refugee students impact social justice practices of school principals. Conclusions, implications, and recommendations are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01