Index

Citation (2019), "Index", Arar, K., Brooks, J.S. and Bogotch, I. (Ed.) Education, Immigration and Migration (Studies in Educational Administration), Emerald Publishing Limited, Bingley, pp. 303-313. https://doi.org/10.1108/978-1-78756-044-420191018 Publisher: Emerald Publishing Limited Copyright © Khalid Arar, Jeffrey S. Brooks and Ira Bogotch, 2019 INDEX 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 Book Chapters Prelims 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 Index

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