Education, Immigration and Migration

ISBN: 978-1-78756-045-1, eISBN: 978-1-78756-044-4

Publication date: 10 July 2019


(2019), "Prelims", Arar, K., Brooks, J.S. and Bogotch, I. (Ed.) Education, Immigration and Migration (Studies in Educational Administration), Emerald Publishing Limited, Leeds, pp. i-xiv.



Emerald Publishing Limited

Copyright © Khalid Arar, Jeffrey S. Brooks and Ira Bogotch, 2019

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Series Editors: Gaëtane Jean-Marie and Ann E. Lopez

Studies in Educational Administration present monographs and edited collections along the broad themes of educational leadership, management and administration.

The series presents research conducted across a diverse range of contexts and locations. Proposals are invited for authored or edited books from scholars in all stages of their careers for work that will help us to advance the educational administration field and will be of use to both researchers and school administrators and teachers.

Interested in publishing in this series? Please contact Gaëtane Jean-Marie and Ann E. Lopez at

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Policy, Leadership and Praxis for a Changing World





United Kingdom – North America – Japan – India – Malaysia – China

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Emerald Publishing Limited

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First edition 2019

Selection, Editorial Matter and Introduction © Khalid Arar, Jeffrey S. Brooks and Ira Bogotch; remaining chapters © their respective authors, 2019.

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ISBN: 978-1-78756-045-1 (Print)

ISBN: 978-1-78756-044-4 (Online)

ISBN: 978-1-78756-046-8 (Epub)

About the Contributors

Yahya Al-Abdullah is a PhD Candidate at the School of Advanced Studies in Social Sciences (EHESS). His research focuses on the Urban Integration of Syrian Refugees and Migrants who experienced forced displacement and migration. He also holds a master’s degree in Public Administration from the School of Public Policy at Central European University, Budapest, and works as an independent researcher for the Higher Education Alliance for Refugees (HEAR). His work focuses on education access in the neighbouring countries to Syria, especially in Lebanon and Turkey, and he looks closely at the topic of refugees’ return in relation to the geographical proximity. Yahya also worked as a Lecturer of English at Isik University, Istanbul, and holds a master’s in TESOL from the University of Aleppo. He worked as a primary and high school teacher in Syria for six years where he used to publish short poems and short stories.

Serafín Antúnez is a Professor at the Faculty of Education of the University of Barcelona (UB). He is director of the Master in Management and Management of Educational Centres of this university. He has worked as a teacher, school director, professor and director of the University School of Teachers and Deputy Director of the Institute of Educational Sciences of the UB. He has written several books and articles on organization and management of educational institutions, management training and teaching staff. He participates in research national and international training projects for teachers, school administrators, supervisors and people responsible for initial and ongoing teacher training in Europe and Latin America.

Khalid Arar (PhD) is an Associate Professor of Educational Leadership and Higher Education Al-Qasemi Academic College of Education, and he is the Associate Editor of International Journal of Leadership in Education. His studies focus on issues of diversity, equity and ethnicity in educational leadership and higher education. He has published extensively in recent years on issues of educational leadership and higher education in scholarly journals, his most recent books include Arab Women in Management and Leadership (2013, Palgrave, with Tamar Shapira; Faisal Azaiza and Rachel Hertz Lazarowitz) and Higher Education among the Palestinian Minority in Israel (2016, Palgrave, with Kussai Haj-Yehia).

Christopher Bezzina FCCEAM is a Professor of Educational Leadership at the Faculty of Education, University of Malta. He is currently Deputy Dean and Head of the Department of Leadership for Learning and Innovation and, since 2016, a member of the Department of Education at Uppsala University, Sweden. He has taught and done consultancy work both locally and abroad in countries such as Albania, Belgium, Cyprus, Italy, Kosovo, Latvia, Lithuania, Luxembourg, Poland, Portugal, Sweden, the Seychelles and the United States in the areas of professional development, school development planning, school-based self-evaluation, professional learning communities and governance. He is both a Commonwealth and a Fulbright Scholar. He is a Visiting Professor at the University of Bologna, Italy.

Christopher has published in the areas of professional development, leadership and governance in various peer-reviewed journals, including a number of books. He is involved in various European and international educational institutions and serves on a number of editorial boards. Christopher is a Vice President of the Commonwealth Council for Educational Administration and Management.

Ira Bogotch is a Professor in Educational Leadership at Florida Atlantic University, USA. His research interests focus on leadership for social justice, having co-edited the International Handbook of Educational Leadership and Social (In)Justice, Springer, 2014. He has also collaborated recently on works that seek to bridge the fields of curriculum and instruction with school leadership. The topic of immigration and refugees is, in part, because of the xenophobic turn taken by the US President and the rise of anti-Semitism worldwide.

Jeffrey S. Brooks is an Associate Dean for Research and Innovation and Professor of Educational Leadership in the School of Education at RMIT University. He is a two-time J. William Fulbright Senior Scholar alumnus who has conducted studies in the United States, Australia, Thailand, Indonesia, the Philippines and other cross-national contexts. His research focuses broadly on educational leadership, examining the way leaders influence (and are influenced by) dynamics such as racism, globalization, social justice, student learning and school reform. He is an author of the books The Dark Side of School Reform: Teaching in the Space between Reality and Utopia and 2013 AESA Critics Choice Award-winner Black School, White School: Racism and Educational (Mis)leadership and co-author of Foundations of Educational Leadership: Developing Excellent and Equitable Schools (Routledge). Dr Brooks is also co-editor of twelve additional volumes, including Leading Against the Grain: Lessons for Creating Just and Equitable Schools, The Dark Side of Leadership: Identifying and Overcoming Unethical Practice in Organizations, What Every Principal Needs to Know to Create Equitable and Excellent Schools and Urban Educational Leadership for Social Justice: International Perspectives. He is Series Editor for the Educational Leadership for Social Justice book series, co-Editor of the Journal of Educational Administration and History and the current Convener of the AARE Educational Leadership SIG. You can read more about Dr Brooks’ work at:

Jaime L. Del Razo is an Assistant Professor of Education at Vassar College. His work examines the continual and ‘accepted’ forms of oppression that marginalized communities endure in overt and subtle forms in the United States. His two current lines of inquiry are (1) Access and Equity for Undocumented Students and (2) The School-To-Military Pipeline. Jaime holds a PhD in Education from UCLA and his work experiences include being a classroom math teacher, a university outreach programme provider and serving in a US Army artillery unit during the Gulf War.

Mustafa Yunus Eryaman is a Professor of Curriculum and Instruction at Canakkale Onsekiz Mart University, Turkey. Professor Eryaman serves as the president-elect of World Education Research Association and a council member of European Educational Research Association. Last two years, he has worked as a TUBITAK-DAAD professor at the Institute for International Comparative and Intercultural Education in the University of Hamburg, Germany. He was a Visiting Professor and Honorary Research Fellow at the Institute for Policy Studies in Education at London Metropolitan University in 2011. He received his MEd from the University of Missouri-Columbia and his PhD from the University of Illinois at Urbana-Champaign, USA.

Sümeyye Evran is a Graduate Student at the Department of Elementary Education in Canakkale Onsekiz Mart University, Turkey. She is an elementary school teacher working in a Temporary Education Centre for the Syrian Refugee Children in Turkey.

Brenton Faubert is an Assistant Professor in the Faculty of Education at Western University. He conducts most of his research in the context of K-12 education in the overlapping areas of education finance, leadership/administration and governance.

Linyuan Guo-Brennan is an Associate Professor in the Faculty of Education, University of Prince Edward Island (UPEI), Canada. Her teaching and research interests broadly speaking focuses on integrating global perspectives into educational policy and practices. With extensive academic and professional experiences in global education leadership, programmes, relations and services in 15 countries, she is committed to improving excellence, equity, success and inclusion in education and development in global contexts. Dr Guo-Brennan has published books and articles on a wide range of topics, including global citizenship education, comparative curriculum wisdoms, teacher education with global perspectives, internationalization in higher education, community engagement, immigrant and refugee integration, culturally responsive curriculum and pedagogy, and welcoming schools and communities.

Michael Guo-Brennan is an Assistant Professor of Public Administration in the Department of Political Science at Troy University, USA. He served in leadership roles in education, non-profit and governmental organizations for over 20 years before beginning his academic career in higher education. His teaching and research focuses on educational policy, public policy and affairs, governmental relations and public administration with global perspectives. He has extensive professional experiences in public administration, public policy analysis and development, leadership development, organizational management and culture, governmental relations, immigration, civic engagement and capacity in urban education reform and global competency in higher education. Michael has provided consulting and management services for governments, non-profit organizations, business organizations and newcomers who seek assistance in expanding business development and government relations. His work has taken him to cities across United States as well as Canada and China.

Peter Hurley is a Research Associate in the Faculty of Education at Monash University where he is also currently completing his Doctor of Philosophy. His research interests include foreign qualification recognition, certification regimes and the ways in which value is constructed in education. He has written for The Conversation and been a commentator on education issues for Australia’s Radio National.

Mervi Kaukko wrote this chapter while working as a Lecturer (Education) at Monash University, Australia. From 2019, she is based at Tampere University, Finland (2019-2020 in Institute of Advanced Social Research; from 2020 at Faculty of Education and Culture). Mervi’s research has three focus areas: migration/refugee research, especially in relation to childhood and education, ethical praxis in intercultural education and practice theories. Currently, Mervi’s main agenda combining these three fields is to understand refugee students’ educational success and school wellbeing from a practice perspective. Her other past and present research projects have focused on unaccompanied asylum-seeking children’s well-being, children’s rights and EAL/Finnish as a second-language teachers’ professional development. Mervi’s most recent research has been published in Journal of Refugee Studies, Childhood, International Journal of Inclusive Education, International Journal of Children’s Rights and Journal of Educational Action Research.

Cole Kervin is a Doctoral Student and Graduate Research Assistant in the Department of Curriculum, Culture and Educational Inquiry at Florida Atlantic University. Cole has a bachelor’s degree in History Education and Spanish from Illinois State University. He earned his master’s degree in Curriculum and Instruction from The University of Jamestown in Jamestown, North Dakota. His research interests include refugee education, systemic functional linguistics and arts-based research.

Gülnur Ak Küçükçayır works as a Teacher and an Official at Turkish Republic Ministry of National Education, Directorate General for EU and Foreign Relations, Ankara, Turkey. She received her MA degree in Educational Administration from Başkent University, Institute of Educational Sciences in 2016. She is currently a PhD student in the same field at Gazi University, Institute of Educational Sciences. Her research interests are Organizational Behaviour, Educational Leadership, Educational Policy and Qualitative Research Methodology. Her latest research covers the Refugee Education Policy and Praxis.

Fella Lahmar is a Lecturer and Course Leader. She has an MEd Islamic Education from The Markfield Institute of Higher Education, UK; PhD in Education from the University of Nottingham in 2012, titled ‘Dealing with Diversity in Muslim Schools in Britain’; an ESRC-recognized MA in Educational Research Methods from the University of Nottingham; a Postgraduate Certificate in Professional Studies in Education from the Open University (2002); an MA in Islamic Studies from Loughborough University (2005), and a BA in Islamic Studies from the Emir Abdelkader Islamic University (1993). She has a keen interest in interdisciplinary research in areas related to Muslims in Europe, identity politics and religion, faith-based schooling, Islam in Education, Islam in Britain, Islam and gender, Islam in/with the West, and Islam and pluralism. Her previously published paper ‘Discourses in Islamic Educational Theory in the Light of Texts and Contexts’ presents a theoretical contextualization of Islamic education in Britain.

Jaein J. Lee is a PhD student in Education at Harvard University. Her current research focuses on social supports for undocumented immigrant students, specifically at the institutional and community levels. She is also interested in topics of ethnic and racial inequity, social networks and ethnic identities. Jaein holds a BA from Bowdoin College and an EdM in Education Policy and Management from Harvard University. She is an Asian Latina, a Korean immigrant from Paraguay.

Ruth M. López is an Assistant Professor at the University of Houston. Her research examines policies that impact the educational experiences of students of colour; the education of immigrant and undocumented students; and issues of equity and access at all levels of education. Her research aims to critically understand how education policy information gets disseminated, how policies are implemented and how they impact families and students. Her commitment to these issues is informed by her lived experiences as the daughter of immigrants from Mexico and El Salvador.

Asmahan Massry-Herzallah completed a BA in Geography, an MA in Geography and Urban and Regional Studies, an MA in Education Policy and Management and a PhD in Geography – all from the Hebrew University of Jerusalem. From 2006 to 2013, she has been teaching at the Arab Teacher Training Institute of Beit Berl College, where she heads the Department of Informal Education. In the summer of 2011, she began teaching at the Centre for Academic Studies, Or Yehuda, where she has served since 2015 as the head of the MA Programme in Educational Administration and head of the teaching and learning centre. From 2017, she has also taught as a lecturer in the Hebrew University of Jerusalem.

Dr Massry-Herzallah’s research interests relate to migration and education, social mobility and the issues of Multicultural Education in Higher Education and educational leadership, especially in the Arab education system.

Katarina Norberg is an Associate Professor in Education at the Centre for Principal Development, Umeå University, Sweden. Her research interest is the ethical dimension of schooling linked to schools’ democratic assignments with focus on issues concerning ethics and values in multicultural schools and school leadership for social justice.

Deniz Örücü is an Assistant Professor at Başkent University, Faculty of Education, Department of Educational Sciences, Turkey, and spent a year as a visiting academic at the Centre for Research in Educational Leadership and Management, the University of Nottingham, UK in 2016. She received her PhD in Educational Administration and Planning from the Middle East Technical University, Turkey. She teaches a variety of courses in educational leadership and policy and teacher training. Her research interests are Educational Leadership, Theoretical Underpinnings of Educational Administration as a Field, Higher Education, Educational Policy and Change and Qualitative Research Methodology. Her latest research covers the school leaders’ policy mediation styles in different countries, refugee education and leadership and educational leadership within complex settings.

Rosemary Papa is the Founder of Educational Leaders Without Borders and The Comparative and International Professor of Education and Leadership, Soka University of America (Fall, 2017–present), and has served as The Del and Jewel Lewis Endowed Chair in Educational Leadership at Northern Arizona University since fall of 2007–2018. As well, she has served as a Principal/Chief School Administrator for two districts in Nebraska, system-level Assistant Vice Chancellor in the California State University System, Vice President for Sylvan Learning, Professor and Faculty Director of a University-based Centre for Teaching and Learning in California. In 2015, she was the recipient of the AERA 2015 Willystine Goodsell Award, Women in Education SIG and gave the keynote address at AERA 2016, Washington, DC. In 2012, she was the recipient of the Arizona School Administrators Outstanding Higher Education Administrator of the Year Award.

Dr Papa has published 25 +  books in the areas of leadership, social justice, sustainability, school effectiveness and technology for school leaders and teachers. Additionally, she has three works in progress: Editor-in-Chief, Oxford Encyclopedia of Educational Administration (2019); Editor-in-Chief, Springer Handbook on Promoting Social Justice in Education (2019–2020); and School Violence in International Contexts – Perspectives from Educational Leaders Without Borders (2019).

In addition, Dr Papa has published more than 80 articles in refereed academic journals and is internationally known for her work in international comparative leadership in China, Turkey, Greece, Slovenia, Singapore and West Africa developing master’s and doctoral degree programmes and bringing adult learning practices and multimedia technology training to the university classroom and primary/secondary educational institutions.

Dr Papa currently serves as the International Ambassador of the International Council of Professors of Educational Leadership and from her 2016 Willystine Goodsell Award address developed a monograph published by Springer International (2017) titled, Finding Her in History: Confronting the Traditions of Misogyny.

Patricia Silva is Lecturer at the Department of Pedagogy and Psychology at the Faculty of Education, Psychology and Social Work of the University of Lleida. She is a member of the consolidated research group EDO-UdL and she is an author of scientific papers related to school organization and management and online teaching. She is an instructor in subjects related to management and teacher training. She was honoured with the Jaume Vicens Vives 2012 award in recognition of Improvement in University Teacher Quality. She was the coordinator of the Master in Management and Management of Educational Centres at University of Barcelona from 2008 to 2018

Charles Slater is a Professor of Educational Leadership at California State University Long Beach, USA. He previously served as superintendent of schools and received his PhD from the University of Wisconsin-Madison. He teaches and conducts research in educational leadership and recently served as visiting professor at the University of Barcelona. He has collaborated with colleagues to publish studies about leadership in Costa Rica, Mexico, Korea, Spain and the US.

Jason R. Swisher is a Doctoral Student at Texas State University, where he received the Department of Mathematics Award for Academic Excellence and was selected as a Barbara Jackson Scholar. He has taught in middle and high schools. His research interests include issues in immigrant and refugee education, power and corruption.

Bill Tucker is a Visiting Associate Professor in both undergraduate- and graduate-level programmes and was involved in public education for 35 years. He retired five years ago from his position as a Director of Education for the Thames Valley District School Board.

Brian Vassallo, B Psy, Dip Inc Ed, MSc (UK), is a masters graduate from the University of Leicester and an Assistant Head of School. He is the author of numerous research papers published locally and in renowned international journals. His research interests include Multicultural Educational Leadership and Cultural and Disability Inclusion. He is also a Visiting Lecturer at the University of Malta where he lectures at graduate and postgraduate levels in various departments. He is also a member of the British Educational Leaders, Managers and Administrators Society.

Duncan Waite is a Professor of Education and Community Leadership at Texas State University, where he teaches courses in philosophy, qualitative research, writing, instructional supervision, action research and organizational theory. He is the Editor of the International Journal of Leadership in Education, published by Routledge, UK. He co-edited the recent The Wiley International Handbook of Educational Leadership (2017) with Ira Bogotch. Professor Waite has published numerous chapters in edited books and articles in journals such as The American Educational Research Journal, Journal of School Leadership, Teaching & Teacher Education and Urban Review, among others. He sits on the editorial boards of some 13 journals and has been invited to give lectures or workshops in numerous universities and conferences, including in Norway, Spain, Chile, Mexico, Israel, Hong Kong, Russia, Turkey, Canada, Portugal, Scotland and elsewhere. He is bilingual, English–Spanish. His scholarly pursuits include explorations into corruption and abuse of power; refugees, their education and educational leadership; corporativism; organizations, society and culture; qualitative research methodology; philosophy; and the philosophy of education. He is an avid gardener and golfer. Above all else, he is a Teacher.

Jane Wilkinson is an Associate Dean for Graduate Research, Faculty of Education, Monash University, Australia. Jane’s main research and teaching interests are in the areas of educational leadership for social justice and practice theory (feminist, Bourdieuian and practical philosophy).

Jane has conducted extensive research with refugee students, schools and universities in regional and urban Australia. Her most recent study examines the role played by school and community leaders in building social cohesion.

Jane’s new books include the following: Educational Leadership as a Culturally Constructed Practice: New Directions and Possibilities (with Laurette Bristol, Routledge, 2018) and Navigating Complex Spaces: Refugee Background Students Transitioning into Higher Education (with Loshini Naidoo, Misty Adoniou and Kip Langat, Singapore: Springer, 2018).

Jane is the Lead Editor (with Jeffrey S. Brooks) of the Journal of Educational Administration and History and a member of the editorial boards, Journal of Educational Leadership, Policy and Practice; Journal of Gender Studies and International Journal of Leadership in Education.

Education, Immigration and Migration: Policy, Leadership and Praxis for a Changing World
Chapter 1 Migrants, Immigrants, Refugees and Other Boxes into Which We Put One Another
Chapter 2 Leadership and Policy Dilemmas: Syrian Newcomers as Future Citizens of Ontario, Canada
Chapter 3 Leading K–12 Refugee Integration: A GENTLE Approach from Ontario, Canada
Chapter 4 Building Welcoming and Inclusive Schools for Immigrant and Refugee Students: Policy, Framework and Promising Praxis
Chapter 5 Migrant Qualification Recognition as Control: Governmentality, Education and the Movement of People between Borders
Chapter 6 Leading for Praxis and Refugee Education: Orchestrating Ecologies of Socially Just Practices
Chapter 7 Syrian Refugee Students’ Lived Experiences at Temporary Education Centres in Turkey
Chapter 8 Dramatic Experiences of Educators Coping with the Influx of Syrian Refugees in Syrian Schools in Turkey
Chapter 9 Higher Education for Displaced Syrian Refugees: The Case of Lebanon
Chapter 10 Refugees in Their Own Land: The Challenge of Managing a School in a Palestinian Refugee Camp in the Divided City of Jerusalem
Chapter 11 Mediterranean Migration: From Treacherous Seas to Tortuous Roads?
Chapter 12 Precarious Realities: Undocumented Youth in the Southwest (USA)
Chapter 13 Attention to the Rights of Students Who Are Children of Immigrant Families: The Case of High Complexity Schools in Catalonia, Spain
Chapter 14 Business as Usual or a State of Emergency? School Leadership During an Unprecedented Increase in Asylum-seekers
Chapter 15 The Hybrid Status of Muslim Schools in Britain: Conditions of Self-expression