Adult Education Programmes in Malta

, 216

“Alien” status

, 294–295

Alternative disciplinary programs (DAEP)

, 26–27

Ambassadors Club

, 61

Anti-immigrant policies

, 234–235

Arabic-speaking educators

, 58–59

Association of Muslim Schools UK (AMS-UK)

, 292

Asylum-seekers

, 214, 215, 267–268, 278

Australia(n)

culturally diverse countries

, 110

multiculturalism

, 111

resettlement of refugees

, 112

skilled migration programme

, 98

Belongingness

, 76

sense of

, 137–139

“Blame the victim”

, 290

Border Patrol Agents

, 19

Bridge Schools Inspectorate (BSI)

, 292–293

British values

, 292–293, 295–297

Bronfenbrenner’s human development theory

, 78

‘Bureaucratic muddle’

, 100

Business as usual or state of emergency

, 276–280

new leadership actions

, 277–278

newly arrived students

, 278

policy meets practice

, 276–277

Canada

, 34

immigration policy and trends in

, 74–75

Syrian newcomers in

, 38–39

Canadian Federal Government

, 53–54

Capitalism

, 20–21

Catch and release policy

, 20

Census Metropolitan Area (CMA)

, 85–86

Child labour

, 139–140

Child marriage

, 139–140

CNN

portrayal of undocumented youth on

, 237–241

social (mis)construction on

, 239–240

Community

engagement

, 84–85

leaders

, 290

school

, 290–291

stakeholders engagement

, 8

supports

, 59

Corruption

, 20–21, 25

Criminal aliens

, 19–20

Critical discourse analysis (CDA)

, 5, 9–10, 234

of news media

, 235–236

Critical race theory (CRT)

, 9–10, 234

Cross-cultural interaction

, 214–215

Cultural/culture

, 252

awareness of cultural differences

, 86–87

capital

, 119

cultural-discursive arrangements

, 114

diversity

, 253

origin

, 268

Culturally responsive

leadership

, 9, 78, 86, 87

programmes

, 226–227

teaching

, 216–217

Curriculum

, 76–77, 78, 81, 86, 87, 270

specialists

, 78

De facto recognition

, 97–98

De jure recognition

, 97–98

Deferred Action for Childhood Arrivals (DACA)

, 20, 22, 233

Development, Relief, and Education for Alien Minors Act (DREAM Act)

, 232, 235–236

‘DREAMers’

, 20, 246

Directorate for Quality and Standards in Education (DQSE)

, 217

Discrimination

, 76, 100

Displaced students, university role with

, 175–177

Domestic violence

, 139–140

East Jerusalem education system

, 192

Ecologies of practices

, 8, 114–115

for refugee background students

, 117–121

Economic(s)

, 41

forces

, 20–21

marginalization

, 100

migration

, 287

Education Reform Act (1988)

, 291, 293–294

Education(al)

, 22–23, 25, 28–29, 146–147, 252

attainment

, 96, 97–98

authorities

, 252

challenges

, 271

complex

, 114–115

defence

, 23–24

development of migrants

, 9

disrupted

, 23

for diversity

, 214

domain

, 150–151

in enclosed city

, 206–207

fractured

, 24–27

functions

, 97

for global citizenship

, 87

leading

, 112

perspectives and systems in global contexts

, 86

policy-makers

, 4

practices

, 110

practitioners

, 232

process

, 84

provision

, 147–148

qualifications

, 96, 102–103

researchers

, 41

service providers

, 78

settings

, 279–280

stakeholders

, 222

system

, 101, 196, 272–273, 279

value

, 101–102

Education of refugee children

, 141

parental involvement in

, 139–140

TECs and

, 137–138

Educational leadership

, 3, 6, 7, 35–37, 110, 126, 232, 238–241

practice/praxis

, 110, 126

programmes

, 238–241

See also Leadership

Educational policy

, 112–113

critically analysing ‘positive’ constructions of undocumented youth

, 241–242

documents

, 270

findings

, 237–245

media and interview analysis

, 245–247

misconstruction of undocumented youth

, 237

portrayal of undocumented youth on CNN

, 237–241

student voices

, 242–245

Educators experiences with Syrian Schools

challenges and strategies

, 158–161

data analysis

, 153

data collection instrument and procedure

, 153

findings

, 153–161

methodology

, 152–153

multicultural education praxis within post-migration ecology

, 147–151

perceptions towards refugee students

, 154–156

policy and praxis at school level

, 156–158

refugee education policy and leadership in Turkey

, 151–152

Empowering school culture

, 161

and social structure

, 150

England, Muslim schooling in

, 290–292

English as a Second Language (ESL)

, 27–28

English as a second-language/English-language development (ESL/ELD)

, 57

English as Additional Language (EAL)

, 115–116

English-language learners (ELLs)

, 26–27

Equity

domain

, 150–151

education

, 215

pedagogy

, 150, 158, 160–161

Ethnicity

, 252

ethnic and linguistic diversity

, 111

ethnic identity theory

, 9–10

ethnic origin

, 268

European refugee crisis

, 267–268

business as usual or state of emergency

, 276–280

immigrant

, 269–270

newly arrived students in post-migration phase

, 272–274

regulations for newly arrived students

, 270–272

searching for school leadership in turbulent times

, 275–276

turbulence theory

, 274–275

Extremism

, 288

Fanatics

, 289

Federalism

, 41–42

First-generation immigrant

, 269

Forced migration

, 147–148

Foreign qualification recognition (FQR)

, 8, 96–98

as apolitical identifier

, 102–103

in Australia’s skilled migration programme

, 98

literature on

, 99

meant to achieve

, 101–102

persistence as problem

, 100–101

scale of FQR problem

, 99

value lie using governmentality

, 103–105

Foucault’s governmentality

, 96–97

‘4-quad’ framework

, 63

Gender

, 252, 269–270

Gifted and talented programs (GT programs)

, 26–27

Girls’ High School in Jerusalem

, 199

Global economic crisis

, 253

Global migration and interconnection

, 74, 76–77

Guided Entry into New Teaching and Learning Experiences (GENTLE)

, 7–8, 54, 55

data sources and definitions

, 55

grassroots conception

, 57–58

implications for future research

, 67–68

lessons learning

, 65–67

literature recommends

, 64–65

Ontario/Thames Valley K–12 public education context

, 56–57

Reception Centre

, 58–59

resources

, 62–64

styles and practices

, 59–61

values and policies

, 59

High complexity schools in Catalonia, Spain

education

, 252

methods

, 254–263

requirements

, 259–260, 262–263

sample

, 254

scenario

, 253–254

school

, 256–259

steps

, 259–262

studies

, 254, 255

Higher Education Alliance for Refugees (HEAR)

, 182

Higher education in Syria

, 9, 169–174

Syrian student refugees in Lebanon

, 177–186

theoretical and historical underpinnings

, 174–177

university role with displaced students

, 175–177

Human Rights Act (1998)

, 291

Humanitarian crisis

, 1–2, 6

Hybrid Identity

, 134, 192

Hybrid status of Muslim schools in Britain

basic demographic sketch

, 287–290

Muslim educational leadership as praxis

, 292–297

Muslim schooling in England

, 290–292

Muslims in Britain

, 286–287

Identity formation theory

, 235

Ideological discourse

, 19

IDESCAT reports

, 253

Illegal aliens

, 19–20, 236, 237, 238, 244

Illegal immigrants

, 236, 237, 241

Imams

, 288

Immigrants

, 14, 17, 19–21, 23, 269–270

awareness of immigrant issues

, 86–87

Canadian experiences with

, 7

children

, 75–76

motives

, 20–21

students

, 83–84, 87, 269–270

Immigration policies

, 3–4

in Australia

, 111

and trends in Canada

, 74–75

Immigration and Customs Enforcement (ICE)

, 20

Inclusive educational spaces

, 252

Inclusive leadership

, 55

Index of Multiple Deprivation

, 288

Individuals Dedicated to Excellence and Achievement (IDEA)

, 26

Integrated schools

, 152

Internally displaced persons (IDPs)

, 16

International refugee law

, 21–22

Interview

analysis

, 245–247

protocols

, 153

with undocumented students

, 236

Involuntary migration

, 21–22

Islam

, 291

Islamaphobia

, 111–112

Islamic education

, 292

Israeli education system

, 195

Israeli MOE

, 195–196, 203–204

Jamaat-e-Islami (Muslim communities in Britain)

, 288

Jerusalem

, 191

Palestinian education system in

, 194–198

Jerusalem Education Administration

, 195–196

Jerusalem Unification Day

, 195

Job-ready immigrants

, 34

K–12 public education system

, 54

Kindergarten to Grade 12 policy for English-language learners

, 39

Knowledge

, 14, 63–64, 102, 261, 286

construction

, 150, 158, 160–161

Knowledge is Power Program (KIPP)

, 26

Language

, 82, 170

barriers

, 76

development

, 273

supports

, 59

Language other than English (LOTE)

, 110, 115

Leadership

, 3–4, 7, 55, 77, 112–113, 237–245, 259

dilemmas

, 46–49

engagement

, 80–81

enterprise

, 214–215

moral

, 149

one-size-fits-all philosophy of

, 9

practice

, 55

processes

, 222–223

school

, 9, 269

for social justice

, 148–149, 150–151

social justice

, 149

willingness

, 67

Learnification, language of

, 25

LGBT + students

, 26

Local Education Authority (LEA)

, 290–291

London Cross Cultural learning Centre (LCCLC)

, 57, 58–59

Malta

, 214

multicultural education in

, 218

Malta College for the Arts, Science and Technology (MCAST)

, 216

Maltese

, 214–215, 217

adult education system and infrastructure

, 216–217

social landscape

, 214

Maltese Ministry of Education and Employment

, 216

Media

, 85, 245–247

portrayals impacting undocumented immigrants

, 233–234

Medical services

, 262–263

Mediterranean migration

analysis

, 223–225

broader context

, 215

leadership processes

, 222–223

Maltese adult education system and infrastructure

, 216–217

methodology

, 218–219

migrant education and National Literacy Strategy

, 217–218

multicultural education in Malta

, 218

perspectives shaping migrant education

, 219–222

Menores no acompañados

, 23

Mental health supports

, 59

Migrant qualification recognition as control

barriers to recognition

, 100

Foucault, governmentality and FQR

, 96–97

FQR

, 97–98

FQR as apolitical identifier

, 102–103

FQR in Australia’s skilled migration programme

, 98

FQR meant to achieve

, 101–102

human capital and Australia’s skilled migration programme

, 102

literature on FQR

, 99

persistence of FQR as problem

, 100–101

scale of FQR problem

, 99

value lie in FQR using governmentality

, 103–105

Migrant(s)

, 217, 269

education

, 27–28, 217–218

Migrants Training Centre

, 216

students

, 214–215

Migration

, 16, 96, 147–148, 286–287

broadcast

, 276

crisis

, 268

forced

, 147–148

involuntary

, 21–22

process

, 103

in socio-political sphere

, 215

See also Immigration policies; Mediterranean migration

Ministry of Education (MoE)

, 60, 62–63, 195–196

Misconstruction of undocumented youth

, 237

Multicultural education

, 147, 214–215, 225

in Malta

, 218

praxis within post-migration ecology

, 147–151

Multiculturalism

, 111, 214

Multilingual students

, 269–270, 279

Muslim Council of Britain (MCB)

, 288

Muslim educational leadership as praxis

Muslim schools, British values and Muscular liberalism

, 295–297

Muslim schools and national security context

, 293–295

reflexive turn

, 292–293

Muslim schooling in England

, 290–292

1944 Education Act

, 290–291

1988 Education Act

, 291–292

Muslims in Britain

, 286–290

challenges of socio-political British context

, 289–290

Muslim communities demographic profile

, 287–288

Muslims religious diversity

, 288

National Assessment Program–Literacy and Numeracy Testing test (NAPLAN test)

, 115–116

National Curriculum Framework (NCF)

, 217

Neoliberal autocracy

, 173–174

Neoliberal discourses

, 25

Newcomers

, 34, 44, 74–75

holistic framework

, 79–88

students’ needs for welcoming and inclusive schools

, 75–77

See also Syrian newcomers

Newly arrived students

, 278

in post-migration phase

, 272–274

regulations for

, 270–272

Obama-era policy

, 20

Objective violence

, 21–22

deliberate non-inclusion

, 21–22

Office for National Statistics (ONS)

, 287

Online learning, perception of

, 181–184

Ontario Ministry of Education

, 56

‘Operation Trojan Horse’

, 294

Orchestrating ecologies of socially just practices

Broader Australian Context

, 110–112

ecologies of practices

, 114–115

ecologies of practices and personalized learning

, 117–121

educational policy, leadership and praxis

, 112–113

personalized learning and ecological connections to educating practices

, 116–117

play-based learning practices for refugee students

, 121–124

Urban Primary School

, 115–116

Organization for Economic Co-operation and Development (OECD)

, 273

Palestinian education system

, 193–194

characteristics and coping strategies of

, 194–198

Parachute kids

, 23

Passive liberalism

, 296

Peaceful revolution in Syria (2011)

, 169–170

Perceptions towards refugee students

, 154–156

Personalized learning

, 116–117

for refugee background students

, 117–121

Plyler v. Doe

, 233–234

Policies

, 59, 233–234

context

, 290–292

policy-makers

, 78

and praxis at school level

, 156–158

Politics

, 41

political conflict, hybrid management overshadowed by

, 192–194

political discourse

, 19

political economy

, 104–105

Post-traumatic stress disorder (PTSD)

, 84

Praxis

, 74, 75, 77, 112–113, 237–245

Muslim educational leadership as

, 292–297

and policy of educational leader

, 3–4

refugee education policy and

, 148–149

Pre-migration phase

, 272

Prejudice reduction

, 150, 158, 160–161

Provincial aboriginal education strategy

, 39

Public

awareness

, 85

education

, 76–77, 146

policies restricting investments

, 253

schools

, 24

social policies

, 252

Qualitative research

design

, 152–153

methodology

, 134–135

Race

, 111

to Top

, 24

Racism

, 76, 216–217, 234–235

Radicalisation

, 294

Radicalized modernity

, 16

RAISE Act

, 98

Refugee Assistance Programme (RAP)

, 43

Refugee(s)

, 17, 19–21, 23, 267–268

Boys’ High School

, 199

Canadian experiences with

, 7

characteristics and coping strategies of Palestinian education system

, 194–198

children

, 28

contrived contact

, 200–201

crisis

, 170

findings

, 200

Girls’ High School

, 199

hybrid management overshadowed by political conflict

, 192–194

Jerusalem

, 191

managing school at junction of clashing curricula

, 201–203

methodology

, 198–199

walking tightrope

, 203–206

Refugee education

, 8–9

contexts in US

, 27–28

in enclosed city

, 206–207

policy and leadership in Turkey

, 151–152

policy and praxis

, 148–149

Refugee students

, 83–84

ecologies of practices and personalized learning for

, 117–121

perceptions towards

, 154–156

play-based learning practices for

, 121–124

Rehabilitating traumatized children

, 154

Resources

, 55, 62–64

Resources management

, 66–67

Restrictive migration policy

, 268

Rightist governments

, 6

Rohingya people

, 19

Salafis (Muslim communities in Britain)

, 288

Sale of citizenship

, 17

School

, 252, 256–259

absenteeism

, 139–140

boards

, 39, 40, 62, 78

facilities

, 25–26

integration

, 34, 35

management training programmes

, 257

priorities

, 64–65

school-based educators

, 7

school-level educators

, 58–59

systems

, 24

welcoming ability

, 77

School leadership

, 9, 224–225, 261, 269

responsibility in effective school contexts

, 146–147

and teachers

, 147–148

in turbulent times, searching for

, 275–276

School Leadership for Newly Arrived Students

, 275

School Mental Health Newcomer Resource Group

, 60

School Standards and Framework Act (1998)

, 291

Second-generation immigrant

, 269

Second-language learners

, 269–271

Sexual harassment

, 26

Shiite split

, 288

Sikhism

, 291

Skills

, 63–64, 102

assessment

, 97–98

skilled migration

, 8, 98

Social

assistance

, 262–263

class

, 252, 269–270

cohesion

, 263

equity

, 220

justice

, 112, 148–149, 220, 262

media

, 246

needs

, 174–175

skills

, 257

systems

, 16

worker

, 43, 44

Socialism

, 43–44

Socio-political

British context

, 289–290

context

, 285–286

sphere

, 215

Stereotypes

, 76

Student

demographics

, 74–75

instruction with special education needs

, 39

as leaders

, 81

population

, 222

voices

, 242–245

Supporting Students with a Refugee Background–A Framework for Responsive Practice

, 63

Swedish as second language (SSL)

, 267–268

Swedish Democrats (SDs)

, 268

Swedish educational context

, 269

Swedish School Act

, 268

Swedish School Inspectorate

, 271

SWIS

, 41–42

Syria, higher education in

, 169–174

Syrian student refugees in Lebanon

, 177–186

theoretical and historical underpinnings

, 174–177

university role with displaced students

, 175–177

Syrian Civil War (2011)

, 1–2, 132, 137

Syrian education system

, 172–173

Syrian higher education

, 180–181

Syrian neighbourhoods

, 152–153

Syrian newcomers

, 41–46

initial questions and assumptions

, 36

networking and access

, 36–37

in Ontario, Canada

, 38–39

open-ended policy and leadership dilemmas

, 46–49

participants and methods

, 39–41

Syrian refugees

, 34

children in Turkey

, 132

schools

, 151–152, 161

Syrian refugees students’ lived experiences in Turkey

data collection and analysis

, 136–137

issues with family background and parental involvement

, 139–140

narrative inquiry as research method

, 135

negotiating multiple identities and sense of belongingness

, 137–139

participants

, 136

research methodology

, 134–137

research setting

, 135–136

research studies

, 134

TECs

, 132–134

Syrian Schools

, 8–9

Syrian student refugees integration

, 59

Syrian student refugees in Lebanon

, 177–186

perception of online learning

, 181–184

perception of scholarships

, 185–186

perceptions on legal documents, laws and policies

, 184–185

specific challenges Syrian students face in Lebanon

, 181–185

Tawjihi (Palestinian matriculation exam)

, 197–198, 199, 203–204

Teachers

as leaders

, 81

leaders

, 238–241

and managers competent for relations with community

, 262

Temporary Education Centres (TECs)

, 132–134, 137–138, 151–152, 157

Transmigration phase

, 272

Trauma

, 44

Traveller

, 17

Tribal minds

, 15

Trojan Horse affair

, 293

Trump administration

, 25

Turbulence theory

, 10, 192, 200, 269, 274–275

Turkey

, 9, 132, 146–147

refugee crisis in

, 132

refugee education policy and leadership in

, 151–152

Turkish culture

, 156

Turkish education system

, 146

Uncivilised people

, 289

‘Undocumented, Unafraid, and Unapologetic’ movement

, 246

Undocumented immigrants

, 233, 237

Undocumented students, interviews with

, 236

Undocumented youth

, 246

critically analysing ‘positive’ constructions

, 241–242

misconstruction of

, 237

portrayal on CNN

, 237–241

United Nations Children’s Fund (UNICEF)

, 132

United Nations High Commissioner for Refugees (UNHCR)

, 132, 170, 191

United Nations Relief and Works Agency (UNRWA)

, 195–196

United States (US)

, 24

refugee and migrant education contexts in

, 27–28

technical schools in

, 24–25

US Immigration and Customs Enforcement (ICE)

, 233–234

US immigration laws and policies

, 20–21

US–Mexico border

, 237, 242

immigration in

, 20, 22–23

Values

, 59

leading by

, 65

lie in FQR using governmentality

, 103–105

Violence

, 21–22

Voluntary migration

, 21–22

Vulnerable Persons Resettlement Scheme (VPRS)

, 287

Welcome Centres

, 39, 42–44

Welcoming and inclusive schools

, 74

actors in policy and implementation process

, 78–79

celebrating progress and success

, 87–88

characteristics

, 77–78

holistic framework for

, 79–88

newcomer students’ needs for

, 75–77

White Australia policy

, 111

Xenophobia

, 216–217