School Leadership for Refugees’ Education examines how educational leaders shape and lead different practices to meet refugee students' educational needs, while also considering issues of equity and social justice. It presents cutting-edge theoretical understanding and rich first-hand research findings, which point out the local idiosyncrasies and cross-national themes involved in leading welcoming schools for newcomers.
The book provides a global analysis of policy guidelines and up-to-date research findings concerning refugee education. Vast populations have been forced to leave their homelands in recent years due to war, political conflict and economic collapse. The countries that provide sanctuary need to ensure quality education that will allow these destitute but hopeful children to build a new future. Through this book a comprehensive model is presented to guide culturally relevant educational leadership to welcome newcomers in their schools and society.
This book will be of great interest for academics, researchers, and postgraduate students in the fields of educational leadership, social justice education and educational administration.
Table of Contents
1. Space, state, transition.
2. Moving between borders: Determining and implementing education policies for refugee children.
3. Listening to the challenges facing refugee students and their educators.
4. Education refugees: Lessons from research.
5. Culturally relevant school leadership for newcomers: From theory to practice.
6. Providing quality education for newcomers: Practical mechanisms.
7. Leading the community toward social cohesion.
8. Leading refugees' education: Dilemmas, conclusions and next steps
Khalid Arar, Ph.D. is an Associate Professor of Educational Leadership and Policy at Texas State University and an Associate Editor of the International Journal of Leadership in Education. For the past two decades, his research has focused on both K12 and higher education policies through the lens of equity and diversity. His commitment to challenging injustices globally and studying the plight of refugees in diverse settings has led him to the topic of this book and other publications.
"Refugee education provides a severe test for the generally accepted view that school leadership is context-dependent. The 21st century has seen unprecedented mass migration, with very serious consequences for children’s education. Khalid Arar’s important new book examines this phenomenon drawing on empirical research in several settings, providing valuable insights for policy-makers, school leaders, and researchers. "
Professor Tony Bush, Editor Educational Management, Administration & Leadership, University Of Nottingham, UK.
"Drawing on a rich body and variety of literature and policy, this book addresses a compelling and urgent issues for educators and administrators today - the integration of refugees students into educational systems across the globe. A particular strength of the book is its wide sweep across continents and cultures. I would urge all policy makers and educators interested in building more socially cohesive societies to read this book and absorb its crucial lessons".
Professor Jane Wilkinson, Editor Journal of Education Administration & History, Monash University, Australia.
"This book confronts one of the densest problems facing educational leaders internationally – the meaningful education of refugees. Arar combines the latest research and informed commentary with his own unshakable dedication to making a difference to the lives of refugee children. He does this in a way that not only helps us better understand the complexities involved but also offers positive, carefully considered strategies for both leaders and policy makers to apply in schools. The book is a must read"-
Professor Allan Walker, The Education University, Hong Kong.
"Khalid Arar’s School Leadership for Refugee’s Education is one of the first book to examine the role of school leadership and policy analysis guidelines and up-to-date research finding concerning refugee education in a global context. This book is an invaluable resource and "must-read" for educational leaders, policy makers and scholars dealing with refugee education."
Selahattin Turan, Professor of Educational Leadership and Policy, Bursa Uludağ University, Turkey.
"Dr. Khalid Arar’s book provides educational leaders and policy makers with their first comprehensive resource for understanding the historical perspective, nature and extent of the current refugee crisis, and the creation and implementation of differing national policies regarding the movement and resettlement of refugees. In keeping with the author’s commitment to improving the educational experiences of refugee children, the book serves as a much-needed practical guide for understanding the challenges and opportunities associated with working with refugees, including examples of research-informed best instructional practices and culturally relevant school leadership models that can be implemented in pre-school through secondary school. "
Henrietta Frances Zezula Lowak Endowed Distinguished Professor Betty Merchant, Department of Educational Leadership & Policy Studies, University of Texas at San Antonio, USA
"In the current climate of restrictive immigration laws, Arar’s research on how educational leadership can improve the lives of refugee children around the world is vital. Arar (Texas State Univ.) provides not only a cohesive theoretical framework to support policy changes but also actionable suggestions that schools can use to foster "culturally relevant leadership" in their classrooms, institutions, and societies. This book should be required reading for undergraduate and graduate students interested in social justice and refugee ethics of care in K–12 education. The author is closely connected to leading refugee education research experts around the world, including in Turkey, Palestine, Germany, the US, Canada, Europe, and Australia, and this wealth of connections gives the rather ambitious scope of this book the granular detail that it needs. This volume is not a generalized manifesto. Rather, it is a meticulously crafted proposal for change."
--M. Mutschelknaus, Rochester Community and Technical College