School Principals’ Practices for Social Justice to Support Refugee Students From Ukraine

• In Event: Intersections of Justice, Whiteness, and Educational Renewal

Abstract

Based on social justice leadership theory, the current study explores school leaders’ practices for social justice in supporting refugee students from Ukraine. Data are from a case study of public schools (grades 7–12), including semi-structured interviews with the teaching staff, superintendent, parents and students, school documents, and observations of principals. The findings revealed three themes: caring and concern, adapted pedagogy, and development of personal awareness regarding social exclusion. The study adds to the literature on leaders’ practices for social justice and emphasizes these practices’ promotion and support of the unique needs of immigrant students.

Authors

• Shaked Abeles, Hebrew University of Jerusalem

• Rima'a Da'as, Hebrew University of Jerusalem