Education, Immigration and Migration

Khalid Arar is President of Al-Qasemi Academic College of Education and Associate Professor of Educational Leadership & Policy Analysis in education. His research focuses in issue of diversity and equity in educational leadership and higher education, and he is Associate Editor of the International Journal of Leadership in Education. Jeffrey S. Brooks is Associate Dean for Research and Innovation and Professor of Educational Leadership in the School of Education at RMIT University, Australia. His research focuses on educational leadership, examining the way leaders influence, and are influenced by, dynamics such as globalization, social justice and school reform.   Ira Bogotch is Professor of Educational Leadership at Florida Atlantic University in Boca Raton, USA. His research focuses on the relationship between educational leadership and social justice.

A must read for anyone wanting to delve into the complex issues related to how educators and community leaders can create welcoming and inclusive environments for migrants, refugees, and immigrants! This edited book provides glimpses into the laws, regulations, and praxis related to displaced peoples in multiple countries including Britain, Canada, Sweden, Turkey, Spain, Syria, and the United States. All authors, who are members of the global educational leadership and research community, focus in some way on issues of leadership and equity related to serving the most vulnerable populations. To do so, in the 15 chapters of this book, these authors offer multiple perspectives that help us both gain an overview of the challenges presented when policy and praxis collide and begin to understand some ways in which leaders can promote high expectations, equity, and social justice in today’s changing and turbulent times.

• Introduction; Khalid Arar, Jeffrey Brooks and Ira Bogotch Chapter 1. Modern Movement and Education: Educational Leadership, Modern Slavery, Migration and Refugee; Duncan Waite and Jason Swisher Chapter 2. Leadership and Policy Dilemmas: Syrian Newcomers as future citizens of Ontario, Canada; Ira Bogotch and Cole Kervin Chapter 3. Leading Strategically, Nimbly and Ethically: How Leaders in Ontario's K-12 Public Education and Community Sectors Responded to the Needs of Canada's Recently Arrived Syrian Student Refugees and their Families; Brent Faubert & William Tucker  Chapter 4. Enhancing Educational Equity for Immigrant and Refugee Youth through Building Welcoming Schools and Communities; Linyuan Guo-Brennan & Michael Guo-Brennan Chapter 5. Migrant qualification recognition as control: Governmentality, education and the movement of people between borders; Peter Hurley, Jeffrey S. Brooks & Jane Wilkinson Chapter 6. Leading for praxis and refugee education Australia vs. Finland; Jane Wilkinson and Mervi KaukkoChapter 7. Syrian Refugee Students' Stories of Surviving Trauma and Integration into Turkish Public Schools; Mustafa Yunus Eryaman and Sümeyye Evran Chapter 8. Dramatic Experiences of Educators coping with the Influx of Syrian refugees in Syrian Schools in Turkey; Khalid Arar, Deniz Örücü, Gülnur Ak-Küçükçayır Chapter 9. Higher Education for Syrian Refugees: Between Displacement and Refuge; Rosemary Papa & Yahya Al-Abdullah  Chapter 10. Refugees in their Own Land: The challenge of managing a school in a Palestinian refugee camp in the divided city of Jerusalem; Khalid Arar, Asmahan Massry-Herzallah Chapter 11. Mediterranean Migration: From treacherous seas to tortuous roads?; Christopher Bazzin & Brian Vassalo Chapter 12. Precarious Realities: Undocumented Youth in the Southwest (USA); Ruth M. López, Jaime L. Del Razo, Jaein J. Lee Chapter 13. Attention to the rights of children from immigrant families: The case of highly complex schools in Catalonia, Spain; Patricia Silva, Serafín Antúnez & Charles Slater Chapter 14. When policy and practice collide in turbulent times; Katarina Norberg Chapter 15. The hybrid status of Muslim schools in Britain: Conditions of self-expression; Dr. Fulla Lahmer