Three Contexts as the Post-Migration Ecology for Refugees: School Principals' Challenges and Strategies in Turkey, Lebanon, and Germany

Autor/inn/en	Örücü, Deniz; Arar, Khalid; Mahfouz, Julia
Titel	Three Contexts as the Post-Migration Ecology for Refugees: School Principals' Challenges and Strategies in Turkey, Lebanon, and Germany
Quelle	In: Leadership and Policy in Schools, 20 (2021) 1, S.41-56 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arar, Khalid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2020.1833044
Schlagwörter	Immigrants; Refugees; Cross Cultural Studies; Instructional Leadership; Ethics; Caring; Futures (of Society); Barriers; Educational Strategies; Principals; Administrator Attitudes; Professional Autonomy; Comparative Education; Values; Foreign Countries; Educational Resources; Teaching Methods; Trauma; Elementary Secondary Education; Educational Policy; Lebanon; Germany; Turkey + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Flüchtling; Cultural comparison; Kulturvergleich; Instruction; Leadership; Bildung; Erziehung; Führung; Ethik; Care; Pflege; Sorge; Betreuung; Future; Society; Zukunft; Lehrstrategie; Principal; Schulleiter; Berufsfreiheit; Vergleichende Erziehungswissenschaft; Wertbegriff; Ausland; Bildungsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Libanon; Deutschland; Türkei
Abstract	This article seeks to compare and analyze school-level challenges for school leaders and their responses to Syrian refugee education in Turkey, Lebanon, and Germany, drawing on the post-migration ecology framework developed and sensemaking processes in leadership. We utilized a comparative qualitative design within the realm of qualitative research. Findings revealed that the challenges are similar across the three contexts and are categorized into three domains: structural, psychological, and socio-pedagogical. School leaders' strategies in addressing these challenges fell into three different groups as ethics of care, principal agency, and sense making. In their strategies, all school principals are driven by ethics of care and act from a humanitarian stance, and they try to provide a better future for the Syrian students as well as the host country's students. However, the German education system provides greater autonomy to the school leaders in their implementations. In the Turkish and Lebanese cases, school leaders rely more on their discretion and personal values in their attempts, yet their authority is legally limited in taking further action. Further conclusions and implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01