Symposium Description

As a result of conflict or persecution, huge waves of refugees are reshaping the political, economic and cultural systems of the world (Hatton, 2017; Waite, 2016). According to the latest numbers from the United Nations Refugee Center (UNHRC, 2017), unprecedented numbers of displaced peoples, 65.6 million people around the world, have been forced from their homes. 22.5 million are refugees, over half of them under the age of 18, most of whom have been denied access to basic rights such as education, healthcare, employment and freedom of movement. Dynamic globalization processes, easy transport and passage between different areas of the world have led to increased flows of migrants, mainly from disadvantaged areas to more developed countries (Trevor, 2014). Moreover, political upheaval and socio-economic crises and wars, especially in the Middle East, have further stimulated mass movements of displaced persons and refugees (Bel-Air, 2016). International declarations from countries and transnational organizations have recognized these phenomena and noted the difficulties involved (e.g. Australian Human Rights Commission, 2017). As a result, scholars have started to give research on immigration/migration and refugees increased attention sociologically and geographically, but educational scholars have yet to conduct many studies on the phenomanon (Banks, 2017; Fog et al., 2013; Waite, 2016). Nevertheless, previous studies have shown that there is a strong correlation between discrimination, ineffective policies for the integration of immigrant, foreigner, and refugee students from different and underdeveloped countries, and integration of native ethnic, religious and national minorities and equal access to education (Banks, 2017; Waite, 2016). Clearly, the dynamics of the “global village” have accelerated this phenomenon (Banks, 2017; Hatton, 2017) and demand greater scrutiny from education scholars.  

The proposed symposium gathers scholars from different continents (The Middle-East, Europe, USA, Canada and Australia), who represent countries that are experiencing great surges in the number of immigrants and refugees arriving on their shores. Specifically, this session aims to better understand the role of leadership in education, as it is influencing (and being influenced by) immigration and an increasing number of transnational refugees.

There has been little research concerning the role of leadership in providing and/or preventing equitable access for refugees and migrants to appropriate education and the specific dynamics that shape their choices and opportunities to advance their education (Brown & Krasteva, 2013; Waite, 2016). Even though educational leaders have the agency to leverage services, create equitable processes and help shape the educational experiences of these students and families, the issue of immigrant and refugee support remain poorly understood, and there is no clear resource for scholars and practitioners to turn to as they seek deeper understanding and actionable strategies (Brooks et al., 2017). Thus, the symposium traces the education issues raised by mass migration and displacement of various populations in different countries.

Aims

This symposium aims to: (1) explore the role of leadership in education in various countries from around the world are designing and implementing policies to meet the needs of new and mobile groups of migrants and refugees, and; (2) examine these practices as both educational issues and as issues of equity, justice and human rights.  The symposium will facilitate dialogue and fertilization of ideas among the region’s researchers, within the frame of several essential questions:

• How education stake-holders including policy-makers, educational leaders (EL) and researchers, highlighting the needs of migrants and refugees who arrive weak and lacking resources after long arduous journeys?
• How EL cope with the challenges of leading schools systems experiencing refugees and immigrants?
• Who seeks to meet refugees, displaced and immigrants needs and how?

Banks, J. A. (2017). Citizenship education and global migration: Implications for theory, research and teaching. New York: American Educational Research Association. Bel-Air, F. (2016). Migration profile: Turkey. European University Institute, (9). Retrieved from http://cadmus.eui.eu/bitstream/handle/1814/45145/MPC_PB_2016_09.pdf?sequence=1 Brooks, J., Normore, A., & Wilkinson, W. (2017). School leadership, social justice and immigration: Examining, exploring and extending two frameworks. International Journal of Educational Management, 31(1), 3-26. Brown, Elinor L. & Krasteva, Anna (2013). Migrants and refugees: Equitable education for displaced populations- International advances in education. Location missing: Information Age Publishing. Fog, K, O., & Larsen, B. R. (2012). Migration, family and welfare state: integration migrants and refugees in Scandinavia. London: Routledge. Hatton, T. (2017). Refugees and asylum seekers, the crisis in Europe and the future of policy, Economic Policy, 447–496. OECD (2016). International Migration Outlook 2016. Paris. Trevor, S. (2014). Migrants and refugees- Global issues. Palgrave Macmillan. United Nations Refugee Center (UNHRC, 2017). http://www.unhcr.org/en-us/figures-at-a-glance.html Waite, D. (2016). The where and what of education today: A leadership perspective, International Journal of Leadership in Education, 19(1), 101-109.