Culturally relevant school leadership for Syrian refugee students in challenging circumstances

Abstract

This article presents two rich case studies of schools catering for Syrian refugee students in the Turkish city of Ankara. The article attempts to identify the challenges facing the two schools in this complex reality and the strategies developed by the two principals and their teaching staff to cope with academic, pedagogic and administrative functioning difficulties. Qualitative data collection and analysis were chosen for this investigation. Interpretation followed the four dimensions suggested by Horsford, Grosland and Gunn (2011) in their Framework for Culturally Relevant Leadership: political contexts, pedagogical approaches, personal journeys and professional duties. Findings indicate that although the schools cope with difficult circumstances in the field, the government’s policies are naive and unclear. The principals are motivated by a pedagogy of compassion, containment and humanistic-universal commitment. Conflicting discourses are found among the staff who feel ‘trapped’ in this difficult reality. The principals employ a style that encourages synergistic collective commitment and social cohesion. Conclusions and recommendations are discussed.

Current conditions and issues at Temporary Education Centres (TECs) for Syrian child refugees in Turkey

“…Based on the findings of this article, we make several additional suggestions. As a result of the integration of more Syrian students within public schools, the continuity of inclusive education trainings could be provided and these courses might also be offered to educational administrators as well as teachers since administrators' cultural responsiveness is critical for the education of refugee children (Arar et al, 2018b). The Turkish coordinators and staff at TECs should also be trained on a regular basis.…”

In the face of sociopolitical and cultural challenges: Educational leaders’ strategic thinking skills

“…This article contributes to the literature focusing on examining ethnic groups in divided societies by discussing and examining another layer (Bedouin subculture) of this divided system. This may also contribute to research on justice (Arar et al, 2019). Therefore, future research could examine how these state processes affect another layer of society, such as refugees.…”

Integrating Students With Refugee and Asylum Seeker Backgrounds Into School: Teachers’ Perspectives

“…Kurland (2018) also introduces the nation of leadership as care, indicating that teachers who work in caring environments where they are cared for by the principal, experience greater professional growth, are more disposed to pass the caring attitudes and action on to their students, where the impact is observed to be improved student success. Arar, Örücü, and Ak Küçükçayır (2019) discusses the care that a female principal in Turkey extended to her Syrian refugee students, noting that her actions were not always understood by her male staff.…”