04 SES 04 A, Experience of Immigrant (Youth) in Education I
Parallel Paper Session
Today arguments concerning “equality of opportunities”, “equality”, and “social justice” have been frequently on the agenda. Those discussions have been started within the framework of especially the concepts of social justice since the 2000s. Therefore, it might be said that the arguments on “democracy”, “equality” and “equality of opportunities” have recently been overshadowed by arguments on social justice.
In education, social justice is a field of humane service aiming to offer equal opportunities to the groups which suffer from the discrimination of the social, economic and political system and which are described as the disadvantaged (Enslin, 2006). The objective of social justice in education – beside creating political effects and strengthening the financial situation- is to improve social rights and offer a good system of education and thus instil in society a hope of refreshment (Alsubry & Shaw, 2005).
Generally, four types of inequality are observed in Turkish system of education. They are inequality between the rich and poor, inequality between regions, inequality between the city and the country, and inequality between genders. However, one of the inequalities in Turkish system of education is related with ethnicity. In this context, the poor and disadvantaged is the Gypsy students.
Therefore, mainly school administrators as well as teachers should be aware of the prejudices directed to those students, they should struggle with the prejudices for those students and should support them so that they could have the educational opportunities and so that they attend schools. School leaders must stress the values of equity and excellence and ensure that it is embedded in the vision (Place and et al, 2010). This vision of equity of excellence calls for a moral purpose of leadership that seeks to “enhance the education and life chances of poor and minority children” (Larson and Murtadha, 2002). It may also be suggested that upper level administrators should also form policies and pursue them.
Alsbury, T. L. & Shaw, N. L. (2005). “Policy implications for social justice in school district consolidation”, Leadership and Policy in Schools, 4, pp. 105-126. Blackmore, J. (2010). “Preparing leaders to work with emotions in culturally diverse educational communities”, Journal of Educational Administration, Vol.28, No.5, pp.642-658. Derrington, C. & Kendall, S. (2007). “Challenges and barries to secondary education: The experiences of young gypsy travellers students in English secondary schools”, Social Policy & Society, 7:1, pp.119-128. Enslin, P. (2006). “Democracy, social justice and education: Feminist strategies in a globalising world”, Educational Philosophy and Theory, 38(1),57-67. Gewirtz, S. (2006). “Towards a contextualized analysis of social justice in education”, Educational Philosophy and Theory, 38(1), pp.69-81. Harry, B., Arnaiz, P., Klinger, J. & Keith, S. (2008). “Schooling and the construction of identity among minority students in Spain and the United States”, The Journal of Special Education, Vol.42, No.1, pp.15-25. Larson, C. L. & Murtadha, K. (2002). “Leadership for social justice”, in Murphy, J.(Ed.), The Educational Leadership Challenge: Redefining Leadership fort he 21st Century, The University of Chicago, IL, pp.134-161. Place, A. W., Ballenger, J., Wasonga, T.A., Piveral J., & Edmons, C. (2010). “Principals’ perpectives of social justice in public schools”, International Journal of Educational Management, Vol.24, No.6, pp.531-543. Prentice, M. (2007). Social justice through service learning: Community colleges as ground zero”, Equity & Excellence in Education, 40, pp.266-273. Skrla, L., Scheurich, J.J. & G. Nolly. (2004). “Equity audits: A practical leadership tool for developing equitable and excellent schools”, Educational Administration Quarterly, Vol.40, No.1, pp.135-163. Theoharis, G. (2007). “Social justice educational leaders and resistance: Toward a theory of social justice leadership”, Educational Administration Quarterly, 43(2), pp.221-258. Timmer, A. D. (2009). Integration through education: NGO action to redress Roma / Gypsy exclusion from the Hungarian education system. Doctorate Thesis, The University of Iowa, USA.
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