Currently, the world is experiencing the highest levels of displaced peoples ever recorded by The United Nations High Commissioner for Refugees (Australian Human Rights Commission, 2016). Consequently, greater numbers of refugees and asylum-seekers are being resettled in host nations in Anglophone and some European nations. An increasing body of literature is examining the consequences for educational systems as this new and increasingly diverse cohort of students enters various education sectors – preschools, schools, universities and adult education. Despite a surge of interest in this area, however, the practical and theoretical implications for school leaders’ practices and praxis remain under-examined and under-theorized. Moreover, scholarship on leadership for diversity fails to capture the complex nature of leading learning for refugee students who too frequently are homogenized and essentialized under the umbrella of immigrant or culturally diverse students. This chapter contributes to filling a critical gap in our knowledge in these areas.
SOURCE: Jane Wilkinson , Mervi Kaukko , (2019), Leading for Praxis and Refugee Education: Orchestrating Ecologies of Socially Just Practices, in Khalid Arar , Jeffrey S. Brooks , Ira Bogotch(ed.) Education, Immigration and Migration (Studies in Educational Administration, Volume ) Emerald Publishing Limited, pp.109 – 130.
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