Mary Gutman – författare

This incredibly timely volume offers insight into how educational leadership is managed, demonstrated, and enacted in zones of conflict, underlining the pivotal role educational leadership plays in peacebuilding and conflict-resolution efforts internationally. Employing qualitative, quantitative, and theoretical methodologies, as well as on-the-ground lived experiences and empirical case studies, the book’s diverse chapters showcase perspectives from areas of current or historic conflicts in Israel, Ukraine, Russia, Germany, USA, Afghanistan, Pakistan, and Norway. Guided by the overarching themes of resilience, decision-making, inclusion, and post-conflict rebuilding, the chapters focus on a range of leadership contexts such as the Arab-Bedouin and Ukrainian education systems, refugee Ukrainian children in Germany, the work of women educational leaders in Pakistan, and the experience of Israeli educational leaders during the conflict. Ultimately making a significant and groundbreaking addition to the literature on educational leadership in conflict zones, this book will be necessary for researchers, scholars, and postgraduate students working in educational leadership and strategy, international and comparative education, and sociology of education. Policymakers working in war and conflict studies as well as educational crisis may also benefit from the volume.

This incredibly timely volume offers insight into how educational leadership is managed, demonstrated, and enacted in zones of conflict, underlining the pivotal role educational leadership plays in peacebuilding and conflict-resolution efforts internationally. Employing qualitative, quantitative, and theoretical methodologies, as well as on-the-ground lived experiences and empirical case studies, the book’s diverse chapters showcase perspectives from areas of current or historic conflicts in Israel, Ukraine, Russia, Germany, USA, Afghanistan, Pakistan, and Norway. Guided by the overarching themes of resilience, decision-making, inclusion, and post-conflict rebuilding, the chapters focus on a range of leadership contexts such as the Arab-Bedouin and Ukrainian education systems, refugee Ukrainian children in Germany, the work of women educational leaders in Pakistan, and the experience of Israeli educational leaders during the conflict. Ultimately making a significant and groundbreaking addition to the literature on educational leadership in conflict zones, this book will be necessary for researchers, scholars, and postgraduate students working in educational leadership and strategy, international and comparative education, and sociology of education. Policymakers working in war and conflict studies as well as educational crisis may also benefit from the volume.

Giving voice to the experience of minority or minoritized leaders in time of crisis (such as natural disasters, economic collapse, or systemic dislocation), this novel volume explores how they not only manage crises in diverse and often precarious institutional contexts, but also redefine leadership, authority, and belonging in the process. this book uses grounded empirical studies and cross-continental perspectives to focus on catalytic crises, those that emerge suddenly and demand immediate, adaptive leadership. Experiences from Türkiye, Syria, South Africa, Thailand, Myanmar, Portugal, Finland, and Ukraine are presented, showcasing how minoritized leaders’ response to transformative moments can shape broader educational futures for students. Chapters cover a wide range of educational settings, from schools serving primarily minoritized populations, to mainstream institutions where minoritized leaders operate within majority systems, and to schools where minority communities are led by educators from dominant cultural groups.

This open access book offers in depth knowledge on the challenges and opportunities offered by the inclusion of minority teachers in mainstream educational settings from an international perspective.