Eğitim Bilimleri Fakültesi / Faculty of Education
Permanent URI for this collectionhttps://hdl.handle.net/11727/2116
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Item Navigating the Covid-19 Turbulence in Higher Education: Evidence from Turkish Faculty Members(2022) Orucu, Deniz; Kutlugun, H. ElifCovid 19 was the first pandemic of the modern era to strike with such virulence. We sought to understand this recent phenomenon and contribute to the empirical findings on the expectations from HEI leadership and management in Turkey. Drawing on the Turbulence Theory, we explored how the academic staff experienced the initial phase of the pandemic in Turkey and how they perceived the HE leaders' navigation of the crisis at the selected universities. Within qualitative phenomonology, data from semi-structured interviews with a convenient sample of 10 academic staff in five public and five private universities in Turkey, was analysed through content analysis. Findings highlighted the opportunities and challenges of the pandemic for the faculty at personal and organizational level in an intersectional pattern. Moreover, the ways HEI leaders navigated the crisis created binaries in the form of experience vs. inexperience and trust vs. distrust. The challenges derived from the rapid but ineffective decision-making processes and the heightened surveillance mechanisms over the academic staff; which in some cases resulted in lack of trust. Hence, the turbulence level was shaped by how the universities and their leaders addressed it. In such cases, practices of building trustworthy connections, more distributive forms of leadership and robust communication; which would help the leaders to navigate the turbulence at times of crises are significant. Further recommendations are provided for research, policy and practice.Item Post-migration ecology in educational leadership and policy for social justice: Welcoming refugee students in two distinct national contexts(2022) Arar, Khalid; Orucu, DenizUtilizing the post-migration ecological lens and the synthesized model of culturally relevant leadership formed by the authors, we aim to compare and analyze the policy outlines and school leadership responses to refugee education in Turkey and Germany; as the two main hosts of the largest number of refugees. Through comparative phenomenology, we draw on the semi-structured interviews, observations, and document analysis of policy papers in each context. Although both states employ an open-door policy, their educational policies show stark contrasts. The German schools benefit from the systematic guidance whilst in Turkey they find their ways through rule of thumb with colleagual collaboration within and across schools. We reckon this study would provide a space for collaboration and benchmarking between different contexts as well as illuminate on the policy-making processes, school-level practices, and research in this area.Item Educational leadership and policy studies in refugee education: a systematic review of existing research(2022) Arar, Khalid; Orucu, Deniz; Gumus, Sedat; 0000-0002-5605-9453Given the growing concerns regarding the education of the rapidly increasing refugee children population around the world and the scholarly attention towards refugee education contexts in educational leadership and policy fields in recent years, we were urged to locate and understand the research contribution to the relevant knowledge base. This study, therefore, aims to systematically review the existing educational leadership and policy literature in relation to K-12 education of refugee children to demonstrate the overall trends of the related studies in terms of context (year, country, school level, and journal outlets), type of study, methodology, and topical focus. We conducted a systematic review of literature by following the steps identified by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), including the processes regarding data sources, search, data collection, eligibility criteria, data selection, and data analysis. Overall, the results of our review suggest that educational policies addressing the refugee children and educational contexts shape the implementations of educational leaders and consequently the refugee students' opportunities in schools. The results and implications for future research are discussed in more detail based on the results of the reviewItem The research on educational leadership for refugees since 2009: an international systemic review of empirical evidence(2022) Arar, Khalid; Orucu, Deniz; 0000-0002-5605-9453Research on educational responses for forced-migrants, refugees and displaced people has increased in recent years, whereas research about the relevant educational leadership addressing these populations is still limited. This study presents a systematic review of recent international empirical evidence, published in peer-reviewed journals between 2009 and 2021, on educational leadership for forced-migrants and refugees through meta-analysis. This review systematically collected, documented, scrutinized, and critically analyzed the extant research on education& leadership for the forcibly displaced people, refugees and asylum-seekers. Three questions guided this review: (a) What are the major themes in the literature about educational leadership for refugees? (b) What are the dominant theoretical and methodological frameworks in the related publications? (c) What is missing to date in scholarship about educational leadership for refugees? By doing so, the article presents evidence from meta-analysis of 31 papers organized around three main themes: (a) Models of welcoming educational leadership; (b) Educational leaders' responses to refugees' needs; and (c) Advocacy for social cohesion and community engagement. The paper concludes with theoretical and methodological conclusions, empirical evidence of the importance of leadership and policy in shaping the lives of refugee students, and recommendations for future research and educational interventions to better address refugees' needs. Across the three themes, there is an intersecting pattern that complements one another. That is; the systemic leadership through solid and targeted policies either facilitate or hinder the healthy integration of the refugee students. At school level, the moral agency, sensemaking, community engagement and influencing various parties are cruical strategies for the school leaders in addressing the challenges. From a broader angle, the above mentioned leadership styles that emerged from the studies (Social justice leadership, ethical leadership, systemic leadership and culturally relevant leadership modes) inostensibly involves the strategies employed within schools.Item A holistic look at education of the Syrians under temporary protection in Turkey: policy, leadership and practice(2020) Arar, Khalid; Orucu, Deniz; Kucukcayir, Gulnur AkWe sought to provide a holistic view of education of the Syrians under temporary protection by exploring two schooling models in terms of policy and practice for integration. Relying on social justice (SJ) framework as redistribution, recognition and representation, and on ecological framework, we adopted qualitative phenomenological approach with both interviews with principals and teachers integrating Syrian students and related policy text analysis. Our findings indicated that this is a patchy space although SJ framework is evident in the implementations of the school practitioners. Yet, the existing discrepancy between policy and practice as well as the unsystematic approach in evaluating various implementations leaves the rigor vague. Further conclusions and implications are discussed.Item Understanding leadership for refugee education: introduction to the special issue(2020) Arar, Khalid; Orucu, Deniz; Waite, Duncan