Suchergebnisse

School Leadership for Refugees' Education examines how educational leaders shape and lead different practices to meet refugee students' educational needs, while also considering issues of equity and social justice. It presents cutting-edge theoretical understanding and rich first-hand research findings, which point out the local idiosyncrasies and cross-national themes involved in leading welcoming schools for newcomers. The book provides a global analysis of policy guidelines and up-to-date research findings concerning refugee education. Vast populations have been forced to leave their homelands in recent years due to war, political conflict and economic collapse. The countries that provide sanctuary need to ensure quality education that will allow these destitute but hopeful children to build a new future. Through this book a comprehensive model is presented to guide culturally relevant educational leadership to welcome newcomers in their schools and society. This book will be of great interest for academics, researchers, and postgraduate students in the fields of educational leadership, social justice education and educational administration.

Concluding a decade of research, this book studies the professional development of Arab women managers, principals, and supervisors in education and social services in the traditional patriarchal society of Israel's Indigenous Arabs (Muslim Christian and Druze); a society currently undergoing transition to modernity. The authors detail challenges facing women who dare to demand self-realization and a professional career. Based on 18 life stories and interviews analyzed through "The Listening Guide" narrative analysis, the book describes the women's coping strategies, empowerment, re-examination of their identity, the fight for promotion, and their construction of a 'quiet' revolution. The book will help policy-makers and scholars to understand change in the Arab world. Content relating to gender and ethnicity, Arab minority education and society in Israel, and leadership development will interest those working in related research fields and teacher-training

The book provides an excellent guide for those wishing to conduct qualitative research, whether new or experienced scholars. It links theoretical foundations with practical tools, including examples that illustrate how to bridge the gap between theorizing and conducting real-life qualitative research in the field. It shows how to design and craft the qualitative research in the field using different research tools (e.g., interviews, observations etc.) and how to analyze the data and compose a qualitative draft. In short, it answers the "what," "why," and "how" of qualitative research.

PurposeThis study aims to analyze the construction of the meaning of leadership by two Arab women school principals in Israel who are "pavers of the way".Design/methodology/approachInterviews in which the women exposed their life stories were subjected to discourse analysis in light of a three‐layered functional approach and leadership theories. The study investigated: characteristics of the leadership development of two Arab women principals and expressions of leadership at different life stages.FindingsAnalysis showed that these women have strong motivation, and from an early age dared to swim against the stream, achieving their goals with family support after serious battles. As the first women principals in their communities, they continued to develop, under pressure to prove their ability as leaders in Arab patriarchal society.Research limitations/implicationsThis is a qualitative study with a non‐representative sample, providing rich insights into the lives of two Arab women principals.Practical implicationsThis study shows that life stories can serve as tools to diagnose future leaders and their specific patterns of behavior.Originality/valueAnalysis of figurative positioning that was manifested consistently in these women's narratives provides new understanding regarding women's leadership in patriarchal societies, indicating that childhood experiences of leadership exposed in personal stories can serve as predictors for narrators' adult leadership patterns.

This article explores the motivations of Arab Muslim women managers in Israel who adopt the veil just before or soon after their nomination to management positions. We used narrative research in order to understand this growing phenomenon and its meaning for the women managers in different life spheres. While the research findings stress the different motivations for adopting or rejecting veiling, all the women managers perceived veiling as a phenomenon that has direct consequences for their status in Arab Muslim society and for their ability to function effectively as managers and to introduce far-reaching changes with the support of their community and the staff. The article contributes to our understanding of Muslim women's visibility in private venues and in the public sphere and reinforces the need for more in-depth comparative cultural studies of veiling perceptions.

PurposeThe paper seeks to analyze the characteristics of higher education (HE) among Palestinian Arabs in Israel (PAI). It aims to indicate the main trends that have taken place in higher education since the establishment of the State of Israel, especially in the last decade, and to examine the main factors that have hindered access to higher education for this minority group.Design/methodology/approachThe study is based on a meta‐analysis of official statistics and other official documents, and on an analysis of relevant recent research studies.FindingsThe analysis shows that although there has been an increase in the numbers and percentages of PAI studying in Israeli HE institutes, especially for women, structural blocks still hinder their access to Israeli HE institutes, a situation exacerbated by their deficient preparation in secondary school. Their disproportionate under‐representation in the HE system reflects policies relating to power distribution and control in Israeli society.Social implicationsPolicy favoring re‐distribution of power alongside affirmative action legislation could influence the structure of the HE system and improve PAI minority representation in Israeli HE institutes.Originality/valueThe paper indicates the need for affirmative action to increase the Palestinian minority population's access to higher education in Israel.

This qualitative research examined perceptions of Muslim and Jewish teachers in Israel concerning the masculinity of male school principals, and the way in which these perceptions affect principal–teacher relationships. Muslim and Jewish teachers studying for master of arts' degrees in a university and a teacher-education college in Israel completed open questionnaires and participated in semi-structured interviews. Findings indicated similarities and differences between the perceptions of the two different cultural groups, highlighting reciprocal principal–teacher influences and elucidating a cultural discourse concerning a principal's perceived masculinity and femininity. It is concluded that the concept of the school principal's masculinity is a fluid social construct, varying according to cultural–ideological perceptions that affect the principal's own preferred communication patterns in the school. Since both masculine and feminine qualities are needed for effective education leadership, a policy advocating employment of female mentors for newly appointed principals, in order to give voice to female qualities in principalship, is strongly recommended.

Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- Figures -- Tables -- Editors and Contributors -- Foreword -- Preface -- 1. A Call to Explore and Map the Educational Challenges under Neoliberalism Across the Globe -- Part I: Challenges of Markets, Poverty and Privatization -- 2. Challenges of School Principals and Teachers in Private Schools: Comparison of Two Cases in the Middle East -- 3. Neoliberal Challenges in Public Schools in Hong Kong: An East Asian Model? -- 4. Principals' Leadership Tensioned by Market Pressures in Chile -- 5. Policy-Practice Decoupling: Education Inspection Reform in China -- 6. Issues in Pre- and Primary School Education in Rural Turkey: Teachers' Experiences and Perspectives -- 7. Stepping Up or Stepping Aside? The Necessity of Balancing Promise with Critique -- 8. Neoliberalism - The Straw that Broke the Back of Lebanon's Education System -- 9. The Neoliberal Challenge to Leading in Disadvantaged Public Primary Schools in Victoria, Australia -- Part II: Challenges of Immigration, Conflict and Social Injustice -- 10. Educational Administration Challenges in the Destabilised and Disintegrating States of Syria and Yemen: The Intersectionality of Violence, Culture, Ideology, Class/Status Group and Postcoloniality -- 11. Commonalities in Schools and Education Systems Around The World Shifting from Welfarism to Neo Liberalism: Are the Kids Okay? -- 12. Doing Social Justice Leadership in Challenging Circumstances: Principals' Perspectives -- 13. How Leaders of Outstanding Muslim Schools in England Interpret Islamic Educational Values in a Neoliberal Climate: "British Values" and Market Competition -- Concluding Remarks: The Global/Local Nexus of School Challenges Under Neoliberal Policies: What Next? -- Index.