This study investigates policy, leadership, and praxis in education for refugee in the Middle-East (ME) and Europe (Turkey and Germany). It addresses the following questions: (1) How has the recent political turmoil in the ME influenced policy frame and educational leadership and administration? (2) How should educational leadership be re-conceptualized in the light of recent massive refugee movements? The exploration focuses on educational leadership and administration issues that have shaped practice in the volatile Middle East, plagued by rapid political changes, regime instability, and wars. A phenomenological research methodology underpins my inquiry including qualitative data collection from school principals, teachers, welcoming centers both in Turkey and Germany (five case studies in each nation-state). The findings provide new knowledge on policy frames, models of actions and leadership practices, where socio-cultural and community norms and structures differ significantly in dealing with refugee integration. A conceptual model is proposed that describes school leadership in these two distinctive contexts. Implications for educational leaders and researchers include the need for critical reconsideration of educational curricula and the need for local culture-relevant initiatives at all school levels are fully discussed.
2019 Special Focus—Border Crossing Narratives: Learning from the Refugee Experience
Paper Presentation in a Themed Session
Dean, Education, Al-Qasemi Academic College, Israel