A Cross-Cultural Analysis of Educational Leadership for Social Justice in Israel and Turkey: Meanings, Actions and Contexts

Autor/inn/en	Arar, Khalid; Beycioglu, Kadir; Oplatka, Izhar
Titel	A Cross-Cultural Analysis of Educational Leadership for Social Justice in Israel and Turkey: Meanings, Actions and Contexts
Quelle	In: Compare: A Journal of Comparative and International Education, 47 (2017) 2, S.192-206 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2016.1168283
Schlagwörter	Principals; Comparative Education; Social Justice; Foreign Countries; Jews; Arabs; Qualitative Research; Semi Structured Interviews; Administrator Attitudes; Educational Practices; Social Influences; Cultural Influences; Teaching Methods; Socioeconomic Status; Cultural Context; Cross Cultural Studies; Instructional Leadership; Elementary Secondary Education; Israel; Turkey + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Vergleichende Erziehungswissenschaft; Soziale Gerechtigkeit; Ausland; Jew; Jude; Jüdin; Juden; Arab; Araber; Qualitative Forschung; Bildungspraxis; Sozialer Einfluss; Cultural influence; Kultureinfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Socio-economic status; Sozioökonomischer Status; Cultural comparison; Kulturvergleich; Instruction; Leadership; Bildung; Erziehung; Führung; Türkei
Abstract	The research compares principals in Israel (Jewish and Arab) and Turkey and how they perceive and practice their role in promoting social justice (SJ) in their schools in order to bridge socioeconomic and pedagogic gaps. It poses three questions: (1) How do Turkish and Israeli SJ leaders make sense of SJ? (2) What do SJ leaders do in both countries similarly and differently? (3) What factors facilitate or hinder the work of SJ in both countries? The qualitative study employed in-depth semi-structured interviews to collect the narratives of 11 school principals in Turkey and Israel. A comparative, holistic analysis was employed to identify the principals' perceptions and daily practice of SJ in their schools. The principals reported different sociocultural, national and personal trajectories that shaped their perceptions of SJ, and described strategies used to promote SJ in their daily scholastic policies, processes and practices that meet the school stakeholders' backgrounds and needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01