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Mülteci öğrencilerin öğrenim gördükleri okullarda kapsayıcı liderlik: Türkiye örneği

Yıl 2023, Cilt: 12 Sayı: 4, 165 - 181, 31.10.2023
https://doi.org/10.19128/turje.1247323

Öz

Suriye'de iç savaşın çıkmasıyla birlikte milyonlarca sığınmacı Türkiye'ye ve çevre ülkelere göç etmek zorunda kaldı. Böylece mülteci öğrenciler birçok ülke için ciddi bir sorun halini aldı. Fenomenolojik desenin benimsendiği bu çalışma ile Türkiye'de mülteci öğrencilerin öğrenim gördüğü okullarda okul yönetimlerinin sergilediği kapsayıcı liderlik uygulamaları araştırılmaktadır. Araştırmanın çalışma grubunu Türkiye'nin Şanlıurfa il merkezinde bulunan okullarda görev yapan öğretmenler ve okul yöneticileri oluşturmaktadır. Betimsel analiz tekniği ile analiz edilen verilerin toplanmasında görüşme formu kullanılmıştır. Araştırma bulguları, mülteci öğrencileri eğitim faaliyetlerine dâhil ederken okul yönetimlerinin en sık karşılaştıkları sorunların mülteci öğrencilerin yaşadığı dil güçlükleri, düşük akademik başarı, devamsızlık ve uyum sorunları olduğunu göstermiştir. Mülteci öğrencilerin eğitime katılımını sağlamak için okul yöneticileri tarafından sergilenen kapsayıcı liderlik uygulamaları ise rehberlik ve işbirliği, Suriyeli öğretmen istihdamı, sportif ve kültürel faaliyetler, kaynaştırma kurslarının düzenlenmesi ve tercüman desteğinin sağlanması olduğu belirlenmiştir. Ayrıca araştırma bulguları, Türkiye'de mülteci öğrencilere yönelik bir dışlanma durumunun olmadığını göstermiştir. Bu durumun yaşanmasında kültürel ve dini benzerliklerin yanı sıra, okul yöneticilerinin sergiledikleri kapsayıcı liderlik uygulamalarının etkili olduğunu göstermiştir.

Kaynakça

  • Alba, R., & Holdaway, J. (2017). Göçmen çocukların okul halleri: Amerika Birleşik Devletleri ve Batı Avrupa’daki bütünleşmeye kıyaslamalı bir bakış [The children of immigrants at school: A comparative look at integration in the United States and Western Europe]. (M. Tokyay, Çev.). İstanbul Kültür Üniversitesi.
  • Allmen, M. R. (2011). The intercultural perspective and its development through cooperation with the council of Europe. (C. A. Grant & A. Portera, Eds.). Intercultural and multicultural education enhancing global ınterconnectedness (pp. 33-49). Routledge; Taylor & Francis.
  • Arzubiaga, A. E., Nogueron, S.C., & Sullivan, A. L. (2009). The education of children in im/migrant families. Review of Research in Education. 33, 246-271. https://doi.org/10.3102/0091732X08328243
  • Aydın, H., & Kaya, Y. (2017). The educational needs of and barriers faced by Syrian refugee students in Turkey: a qualitative case study. Intercultural Education, 28(5), 456-473. https://doi.org/10.1080/14675986.2017.1336373
  • Booysen, L. (2014). The development of inclusive leadership practice and processes (B. M. Ferdman & B. R. Deane, Eds.). Diversity at work: The practice of inclusion in (pp:296-329). Jossey-Bass, A Wiley Brand.
  • Bruckauf, Z. (2016). Falling Behind: Socio-demographic profiles of educationally disadvantaged youth. Evidence from PISA 2000-2012. https://doi.org/10.18356/051c68af-en
  • Carmeli, A., Reiter-Palmon, R., & Ziv, E. (2010). Inclusive leadership and employee involvement in creative tasks in the workplace: The mediating role of psychological safety. Creativity Research Journal, 22(3), 250-260. https://doi.org/10.1080/10400419.2010.504654
  • Cerna, L. (2020). Supporting Immigrant and Refugee Students amid the Coronavirus Pandemic. OECD Education and Skills Todays. https://oecdedutoday.com/immigrant-refugee-students-coronavirus/
  • Choi, S. B., Tran, T. B. H., & Kang, S. W. (2017). Inclusive leadership and employee well-being: The mediating role of person-job fit. Journal of Happiness Studies, 18(6), 1877-1901. https://doi.org/10.1007/s10902-016-9801-6
  • Culha, A., & Demirtas, H. (2020). Dezavantajlı bir grup olarak geçici koruma statüsündeki öğrencilerin eğitim öğretim hizmetlerinden yararlanma durumları [The situation of the students', who are under temporary protection status as a disadvantaged group, benefiting situation from educational services]. Harran Maarif Dergisi, 5(2), 46-75. http://doi.org/10.22596/2020.0502.46.75
  • Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory Into Practice, 39(3), 124-130. https://doi.org/10.1207/s15430421tip39032.
  • Creswell, J. W. (2016). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative inquiry & research design: Coosing among five approaches]. (M. Bütün & S. B. Demir, Çev. Ed.). Siyasal.
  • Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91-96. https://doi.org/10.1007/s11125-020-09464-3
  • Dicks, A., & Lancee, B. (2018). Double disadvantage in school? Children of immigrants and the relative age effect: A regression discontinuity design based on the month of birth. European Sociological Review, 34(3), 319-333. https://doi.org/10.1093/esr/jcy014
  • Dorczak, R. (2011). School organisational culture and inclusive educational leadership. Contemporary Management Quarterly, 2, 45-55.
  • Echols, S. (2009). Transformational/servant leadership: A potential synergism for an inclusive leadership style. Journal of Religious Leadership, 8(2), 85-116.
  • Edmonds, J., & Flahault, A. (2021). Refugees in Canada during the First Wave of the COVID-19 Pandemic. International Journal of Environmental Research and Public Health, 18(3), 947. https://doi.org/10.3390/ijerph18030947
  • Entorf, H. (2015). Migrants and educational achievement gaps. IZA World of Labor. https://doi.org/10.15185/izawol.146
  • Erisman, W., & Looney, S. (2007). Opening the door to the American dream: Increasing higher education access and success for immigrants. Institute for Higher Education Policy.
  • Fagerholm, K., & Verheul, R. (2016). Safety and fundamental rights at stake for children on the move. European Network of Ombudspersons for Children (ENOC). ENOC Taskforce Children on the move. https://resourcecentre.savethechildren.net/pdf/enoc-task-force-children-on-the-move-1st-report-25jan2016.pdf
  • Fournier, E., Scott, S., & Scott, D. E. (2020). Inclusive leadership during the COVID-19 pandemic: How to respond within an inclusion framework. Journal of the Commonwealth Council for Educational Administration & Management (CCEAM), 48(1), 17-23.
  • Garrison-Wade, D., Sobel, D., & Fulmer, C. L. (2007). Inclusive leadership: Preparing principals for the role that awaits them. Educational Leadership and Administration: Teaching and Program Development, 19, 117-132.
  • Garcia, E., & Weiss, E. (2020). COVID-19 and student performance, equity, and US education policy: Lessons from pre-pandemic research to inform relief, recovery, and rebuilding. Economic Policy Institute.
  • Gay, G. (2010). Kültürel değerlere duyarlı eğitim: Teori, araştırma ve uygulama [Culturally responsive teaching: Theory, research and practice] (H. Aydin, Çev. Ed.). Anı.
  • Guo-Brennan, L., & Guo-Brennan, M. (2021) Leading welcoming and inclusive schools for newcomer students: A conceptual framework. Leadership and Policy in Schools, 20(1), 57-75, https://doi.org/10.1080/15700763.2020.1838554
  • Hamilton, R. (2004). Schools, teachers and the education of refugee children. (R. Hamilton and D. Moore, Eds.). Educational interventions for refugee children: Theoretical perspectives and implementing best practice (pp. 83-96). Routledge Falmer.
  • Hannum, K. M., Mcfeeters, B. B., & Booysen, L. (2010). Mapping your social identities. (K. M. Hannum, B. B., McFeeters and L. Booysen, Eds.), Leading across differences: Cases and perspectives (pp. 183-192). Pfeiffer.
  • Hirsch, D. (2007). Experiences of poverty and educational disadvantage. Josepth Rowntree Foundation (pp. 1-8). https://www.jrf.org.uk/report/experiences-povertyand-educational-disadvantage
  • Jeynes, W. H. (2017). A meta-analysis: The relationship between parental involvement and Latino student outcomes. Education and Urban Society, 49(1), 4-28. https://doi.org/10.1177/0013124516630596
  • Jin, M., Lee, J., & Lee, M. (2017). Does leadership matter in diversity management? Assessing the relative impact of diversity policy and inclusive leadership in the public sector. Leadership and Organization Development Journal, 38(2), 303-319. https://doi.org/10.1108/LODJ-07-2015-0151
  • Kamp, A., & Mansouri, F. (2010). Constructing inclusive education in a neo-liberal context: Promoting inclusion of Arab-Australian students in an Australian context. British Educational Research Journal, 36, 733-744. https://doi.org/10.1080/01411920903142958
  • Karsli-Calamak, E., & Kilinc, S. (2021). Becoming the teacher of a refugee child: Teachers’ evolving experiences in Turkey, International Journal of Inclusive Education, 25(2), 259-282, https://doi.org/10.1080/13603116.2019.1707307
  • Koehler, C., & Schneider, J. (2019). Young refugees in education: the particular challenges of school systems in Europe. Comparative Migration Studies, 7(1), 1-20. https://doi.org/10.1186/s40878-019-0129-3
  • Kollender, E., & Nimer, M. (2020, July). Long-term exclusionary effects of COVID-19 for refugee children in the German and Turkish education systems: A comparative perspective. IPC–Mercator Policy Brief. https://ipc.sabanciuniv.edu/Content/Images/CKeditorImages/20200708-02075629.pdf
  • Kugelmass, J., & Ainscow, M. (2004). Leadership for inclusion: A comparison of international practices. Journal of Research in Special Educational Needs, 4(3), 133-141. https://doi.org/10.1111/j.1471-3802.2004.00028.x
  • Naslund-Hadley, E., Elias, A., Café, E., & Alonzo, H. (2020). Schools at a crossroad: Integration of migrant students in Belize. Inter-American Development Bank. http://dx.doi.org/10.18235/0002855
  • Nazli, K., Ozer, N., & Sad, S. N. (2022). A phenomenological study on the process and results of parent teacher meetings. Inonu University Journal of the Faculty of Education, 23(2), 703-728. https://doi.org/10.17679/inuefd.
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Inclusive leadership in schools where refugee students study: The evidence from Türkiye

Yıl 2023, Cilt: 12 Sayı: 4, 165 - 181, 31.10.2023
https://doi.org/10.19128/turje.1247323

Öz

Since the civil war broke out in Syria, millions of refugees have had to migrate to Türkiye and neighboring countries. Thus, refugee students have become a serious problem for many countries. The current study used a phenomenological approach to explore inclusive leadership behaviors in Turkish schools serving refugee pupils. The descriptive analysis technique was adopted in this study, in which School administrators and teachers participated. Findings have shown that the most common problems faced by school administrations while involving refugee students in educational activities are language difficulties, poor academic achievement, absenteeism, and adaptation problems experienced by refugee students. To involve refugee students in education, the practices carried out by school administrators are guidance and cooperation, employment of Syrian teachers, sports and cultural activities, establishment of integration classes, and translator support. As expected, the research findings showed that there is no exclusion against refugee students in Türkiye due to inclusive leadership practices carried out by school administrators and cultural and religious similarities between refugee students and Turkish students.

Kaynakça

  • Alba, R., & Holdaway, J. (2017). Göçmen çocukların okul halleri: Amerika Birleşik Devletleri ve Batı Avrupa’daki bütünleşmeye kıyaslamalı bir bakış [The children of immigrants at school: A comparative look at integration in the United States and Western Europe]. (M. Tokyay, Çev.). İstanbul Kültür Üniversitesi.
  • Allmen, M. R. (2011). The intercultural perspective and its development through cooperation with the council of Europe. (C. A. Grant & A. Portera, Eds.). Intercultural and multicultural education enhancing global ınterconnectedness (pp. 33-49). Routledge; Taylor & Francis.
  • Arzubiaga, A. E., Nogueron, S.C., & Sullivan, A. L. (2009). The education of children in im/migrant families. Review of Research in Education. 33, 246-271. https://doi.org/10.3102/0091732X08328243
  • Aydın, H., & Kaya, Y. (2017). The educational needs of and barriers faced by Syrian refugee students in Turkey: a qualitative case study. Intercultural Education, 28(5), 456-473. https://doi.org/10.1080/14675986.2017.1336373
  • Booysen, L. (2014). The development of inclusive leadership practice and processes (B. M. Ferdman & B. R. Deane, Eds.). Diversity at work: The practice of inclusion in (pp:296-329). Jossey-Bass, A Wiley Brand.
  • Bruckauf, Z. (2016). Falling Behind: Socio-demographic profiles of educationally disadvantaged youth. Evidence from PISA 2000-2012. https://doi.org/10.18356/051c68af-en
  • Carmeli, A., Reiter-Palmon, R., & Ziv, E. (2010). Inclusive leadership and employee involvement in creative tasks in the workplace: The mediating role of psychological safety. Creativity Research Journal, 22(3), 250-260. https://doi.org/10.1080/10400419.2010.504654
  • Cerna, L. (2020). Supporting Immigrant and Refugee Students amid the Coronavirus Pandemic. OECD Education and Skills Todays. https://oecdedutoday.com/immigrant-refugee-students-coronavirus/
  • Choi, S. B., Tran, T. B. H., & Kang, S. W. (2017). Inclusive leadership and employee well-being: The mediating role of person-job fit. Journal of Happiness Studies, 18(6), 1877-1901. https://doi.org/10.1007/s10902-016-9801-6
  • Culha, A., & Demirtas, H. (2020). Dezavantajlı bir grup olarak geçici koruma statüsündeki öğrencilerin eğitim öğretim hizmetlerinden yararlanma durumları [The situation of the students', who are under temporary protection status as a disadvantaged group, benefiting situation from educational services]. Harran Maarif Dergisi, 5(2), 46-75. http://doi.org/10.22596/2020.0502.46.75
  • Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory Into Practice, 39(3), 124-130. https://doi.org/10.1207/s15430421tip39032.
  • Creswell, J. W. (2016). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative inquiry & research design: Coosing among five approaches]. (M. Bütün & S. B. Demir, Çev. Ed.). Siyasal.
  • Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91-96. https://doi.org/10.1007/s11125-020-09464-3
  • Dicks, A., & Lancee, B. (2018). Double disadvantage in school? Children of immigrants and the relative age effect: A regression discontinuity design based on the month of birth. European Sociological Review, 34(3), 319-333. https://doi.org/10.1093/esr/jcy014
  • Dorczak, R. (2011). School organisational culture and inclusive educational leadership. Contemporary Management Quarterly, 2, 45-55.
  • Echols, S. (2009). Transformational/servant leadership: A potential synergism for an inclusive leadership style. Journal of Religious Leadership, 8(2), 85-116.
  • Edmonds, J., & Flahault, A. (2021). Refugees in Canada during the First Wave of the COVID-19 Pandemic. International Journal of Environmental Research and Public Health, 18(3), 947. https://doi.org/10.3390/ijerph18030947
  • Entorf, H. (2015). Migrants and educational achievement gaps. IZA World of Labor. https://doi.org/10.15185/izawol.146
  • Erisman, W., & Looney, S. (2007). Opening the door to the American dream: Increasing higher education access and success for immigrants. Institute for Higher Education Policy.
  • Fagerholm, K., & Verheul, R. (2016). Safety and fundamental rights at stake for children on the move. European Network of Ombudspersons for Children (ENOC). ENOC Taskforce Children on the move. https://resourcecentre.savethechildren.net/pdf/enoc-task-force-children-on-the-move-1st-report-25jan2016.pdf
  • Fournier, E., Scott, S., & Scott, D. E. (2020). Inclusive leadership during the COVID-19 pandemic: How to respond within an inclusion framework. Journal of the Commonwealth Council for Educational Administration & Management (CCEAM), 48(1), 17-23.
  • Garrison-Wade, D., Sobel, D., & Fulmer, C. L. (2007). Inclusive leadership: Preparing principals for the role that awaits them. Educational Leadership and Administration: Teaching and Program Development, 19, 117-132.
  • Garcia, E., & Weiss, E. (2020). COVID-19 and student performance, equity, and US education policy: Lessons from pre-pandemic research to inform relief, recovery, and rebuilding. Economic Policy Institute.
  • Gay, G. (2010). Kültürel değerlere duyarlı eğitim: Teori, araştırma ve uygulama [Culturally responsive teaching: Theory, research and practice] (H. Aydin, Çev. Ed.). Anı.
  • Guo-Brennan, L., & Guo-Brennan, M. (2021) Leading welcoming and inclusive schools for newcomer students: A conceptual framework. Leadership and Policy in Schools, 20(1), 57-75, https://doi.org/10.1080/15700763.2020.1838554
  • Hamilton, R. (2004). Schools, teachers and the education of refugee children. (R. Hamilton and D. Moore, Eds.). Educational interventions for refugee children: Theoretical perspectives and implementing best practice (pp. 83-96). Routledge Falmer.
  • Hannum, K. M., Mcfeeters, B. B., & Booysen, L. (2010). Mapping your social identities. (K. M. Hannum, B. B., McFeeters and L. Booysen, Eds.), Leading across differences: Cases and perspectives (pp. 183-192). Pfeiffer.
  • Hirsch, D. (2007). Experiences of poverty and educational disadvantage. Josepth Rowntree Foundation (pp. 1-8). https://www.jrf.org.uk/report/experiences-povertyand-educational-disadvantage
  • Jeynes, W. H. (2017). A meta-analysis: The relationship between parental involvement and Latino student outcomes. Education and Urban Society, 49(1), 4-28. https://doi.org/10.1177/0013124516630596
  • Jin, M., Lee, J., & Lee, M. (2017). Does leadership matter in diversity management? Assessing the relative impact of diversity policy and inclusive leadership in the public sector. Leadership and Organization Development Journal, 38(2), 303-319. https://doi.org/10.1108/LODJ-07-2015-0151
  • Kamp, A., & Mansouri, F. (2010). Constructing inclusive education in a neo-liberal context: Promoting inclusion of Arab-Australian students in an Australian context. British Educational Research Journal, 36, 733-744. https://doi.org/10.1080/01411920903142958
  • Karsli-Calamak, E., & Kilinc, S. (2021). Becoming the teacher of a refugee child: Teachers’ evolving experiences in Turkey, International Journal of Inclusive Education, 25(2), 259-282, https://doi.org/10.1080/13603116.2019.1707307
  • Koehler, C., & Schneider, J. (2019). Young refugees in education: the particular challenges of school systems in Europe. Comparative Migration Studies, 7(1), 1-20. https://doi.org/10.1186/s40878-019-0129-3
  • Kollender, E., & Nimer, M. (2020, July). Long-term exclusionary effects of COVID-19 for refugee children in the German and Turkish education systems: A comparative perspective. IPC–Mercator Policy Brief. https://ipc.sabanciuniv.edu/Content/Images/CKeditorImages/20200708-02075629.pdf
  • Kugelmass, J., & Ainscow, M. (2004). Leadership for inclusion: A comparison of international practices. Journal of Research in Special Educational Needs, 4(3), 133-141. https://doi.org/10.1111/j.1471-3802.2004.00028.x
  • Naslund-Hadley, E., Elias, A., Café, E., & Alonzo, H. (2020). Schools at a crossroad: Integration of migrant students in Belize. Inter-American Development Bank. http://dx.doi.org/10.18235/0002855
  • Nazli, K., Ozer, N., & Sad, S. N. (2022). A phenomenological study on the process and results of parent teacher meetings. Inonu University Journal of the Faculty of Education, 23(2), 703-728. https://doi.org/10.17679/inuefd.
  • Nembhard, I. M., & Edmondson, A. C. (2006). Making it safe: The effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 27(7), 941-966. https://doi.org/10.1002/job.413
  • OECD. (2015). Helping immigrant students to succeed at school–and beyond. https://www.oecd.org/education/Helpingimmigrant-students-to-succeed-at-school-and beyond.pdf
  • Okilwa, N. S. (2018). The role of the principal in facilitating the inclusion of elementary refugee students. Global Education Review, 5(4), 17-35.
  • Oplatka, I. (2021) School leadership for refugees’ education: Social justice leadership for immigrant, migrants, and refugees, Journal of Educational Administration and History, 53(1), 100-102, https://doi.org/10.1080/00220620.2020.1834365
  • Oropesa, R. S., & Landale, N. S. (1997). Immigrant legacies: ethnicity, generation and children's familial and economic lives. Social Science Quarterly, 78(2), 399-416.
  • Orozco, C. C, Pimentel, A., & Martin, M. (2009). The significance of relationships: Academic engagement and achievement among newcomer immigrant youth. Teachers College Record, 111(3), 712–749. https://doi.org/10.1177/016146810911100308
  • Orucu, D., Arar, K., & Mahfouz, J. (2021) Three contexts as the post-migration ecology for refugees: School principals’ challenges and strategies in Turkey, Lebanon, and Germany. Leadership and Policy in Schools, 20(1), 41-56, https://doi.org/10.1080/15700763.2020.1833044
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri [Qualitative evolution and research methods], (M. Bütün ve S. B. Demir, Çev. Ed.). Pegem Akademi.
  • Peterson, S. S., & Ladky, M. (2007). A survey of teachers' and principals' practices and challenges in fostering new immigrant parent involvement. Canadian Journal of Education, 30(2), 881-910.
  • Popyk, A. (2021). The impact of distance learning on the social practices of school children during the COVID-19 pandemic: Reconstructing values of migrant children in Poland. European Societies, 23(1), 530-544. https://doi.org/10.1080/14616696.2020.1831038
  • Primdahl, N. L., Borsch, A. S., Verelst, A., Jervelund, S. S., Derluyn, I., & Skovdal, M. (2021). It’s difficult to help when I am not sitting next to them: How COVID-19 school closures interrupted teachers’ care for newly arrived migrant and refugee learners in Denmark. Vulnerable Children and Youth Studies, 16(1), 75-85. https://doi.org/10.1080/17450128.2020.1829228
  • Pugh, K., Every, D., & Hattam, R. (2012). Inclusive education for students with refugee experience: Whole school reform in a South Australian primary school. The Australian Educational Researcher, 39(2), 125-141. https://doi.org/10.1007/s13384-011-0048-2
  • Randel, A. E., Galvin, B. M., Shore, L. M., Ehrhart, K. H., Chung, B. G., Dean, M. A., & Kedharnath, U. (2018). Inclusive leadership: Realizing positive outcomes through belongingness and being valued for uniqueness. Human Resource Management Review, 28(2), 190-203. https://doi.org/10.1016/j.hrmr.2017.07.002
  • Ruderman, M. N., Glover, S., Chrobot-Mason, D., & Ernst, C. (2010). Leadership practices across social identity groups (K. Hannum, B. B. McFeeters and L. Booysen, Eds.). Leading across differences: Cases and perspectives (pp. 95–114). Pfeiffer.
  • Ryan, J. (2006a). Inclusive leadership and social justice for schools. Leadership and Policy in Schools, 5(1), 3-17. https://doi.org/10.1080/15700760500483995
  • Ryan, J. (2006b). Inclusive leadership: A review. Jossey Bass.
  • Sakız, H. (2016). Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme önerisi [Migrant children and school cultures: A suggestion for inclusion]. Göc Dergisi, 3(1), 65-81. https://doi.org/10.33182/gd.v3i1.555
  • Stasiūnaitienė, E., Nedzinskaitė-Mačiūnienė, R., & Mazlaveckiene, G. (2020, 22-23 May). Students with a migrant background: Possibilities and problems of their integration into education system. Society. Integration. Education. Proceedings of the International Scientific Conference, 3, 606-617. https://doi.org/10.17770/sie2020vol3.4814
  • Suarez Orozco, Ç., & Gaytan, F. X. (2010). Schooling pathways of newcomer immigrant youth (G. Sonnert & G. Holton, Eds.). Helping young refugees and immigrants succeed public policy, aid and education. (pp.151-167). Palgrave Macmillan.
  • Taylor, S., & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes inclusive education? International Journal of Inclusive Education, 16(1), 39-56. https://doi.org/10.1080/13603110903560085
  • UNHCR (1967). Convention and protocol relating to the status of refugees. https://www.unhcr.org/media/convention-and-protocol-relating-status-refugees
  • UNHCR (2021). Figures at a Glance. https://www.unhcr.org/figures-at-a-glance.html
  • UNICEF (2019). Türkiye’de Geçici Koruma Altındaki Çocukların Eğitimine ilişkin İstatistik Raporu [Statistical Report on Education of Children under Temporary Protection in Turkey]. https://www.unicef.org/turkiye/raporlar/t%C3%BCrkiyede-ge%C3%A7ici-koruma-alt%C4%B1ndaki-%C3%A7ocuklar%C4%B1n-e%C4%9Fitimine-ili%C5%9Fkin-istatistik-raporu-2020-2021
  • Uyan-Semerci, P., & Erdogan, E. (2018). Who cannot access education? Difficulties of being a student for children from Syria in Turkey. Vulnerable Children and Youth Studies, 13(1), 30-45. https://doi.org/10.1080/17450128.2017.1372654
  • Yildirim, A., & Simsek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin.
  • You, D., Lindt, N., Allen, R., Hansen, C., Beıse, J., & Blume, S. (2020). Migrant and displaced children in the age of COVID-19: How the pandemic is impacting them and what can we do to help. Migration Policy Practice, 10(2), 32-39.
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Ali Culha 0000-0002-5215-0823

Kemal Nazlı 0000-0003-4865-4495

Erken Görünüm Tarihi 7 Ekim 2023
Yayımlanma Tarihi 31 Ekim 2023
Kabul Tarihi 6 Ağustos 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 12 Sayı: 4

Kaynak Göster

APA Culha, A., & Nazlı, K. (2023). Inclusive leadership in schools where refugee students study: The evidence from Türkiye. Turkish Journal of Education, 12(4), 165-181. https://doi.org/10.19128/turje.1247323

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