Araştırma Çıktıları | TR-Dizin | WoS | Scopus | PubMed
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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 There is Always Light at the End of the Tunnel: Emotions of a Turkish School Leader in a Temporary Education Center for Syrian Children(2019) Orucu, DenizThis chapter depicts the case of a leading school principal in a large suburban Temporary Education Center for Syrian students in Turkey through exploring his emotions and the ways in which he de/regulates them, while performing his professional duties. A single-case study technique was employed within the qualitative realm. Data were attained by interviews, narratives and observations at the school. Drawing on the cultural view on emotions, this authentic school leader's emotions and emotional regulation (ER) style were analysed as he poses a critical case in refugee education, an unfamiliar phenomenon for Turkish schools. The findings revealed the impact of the cumbersome reality of culture on the emotions, which is a blend of religion, faith, traditions and consequent values in this case and the strategies selected for emotion regulation. His ER techniques are an outcome of his patriotic values, deep belief in justice and humanity, formed by his faith and Anatolian culture he adopted. The data show that the Western perspectives of emotion literature may not necessarily be valid in a case where locally embedded needs and dynamics are interwoven. His paternalistic care and relevant display of emotions create a form of trust and confidence in the other members of the fragile school community and parents, which is significant in demonstrating the impact of local needs.Item Culturally relevant school leadership for Syrian refugee students in challenging circumstances(2019) Arar, Khalid; Orucu, Deniz; Kucukcayir, Gulnur AkThis 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.