Prelims

Education, Immigration and Migration

STUDIES IN EDUCATIONAL ADMINISTRATION

Series Editors: Gaëtane Jean-Marie and Ann E. Lopez

Studies in Educational Administration present monographs and edited collections along the broad themes of educational leadership, management and administration.

The series presents research conducted across a diverse range of contexts and locations. Proposals are invited for authored or edited books from scholars in all stages of their careers for work that will help us to advance the educational administration field and will be of use to both researchers and school administrators and teachers.

• Orly Shapira-Lishchinsky (Author), International Aspects of Organizational Ethics in Educational Systems

• Alison Taysum and Khalid Arar (eds), Turbulence, Empowerment and Marginalisation in International Education Governance Systems

• Izhar Oplatka and Khalid Arar (eds), Emotion Management and Feelings in Teaching and Educational Leadership

• Khalid Arar, Jeffrey S. Brooks and Ira Bogotch (eds), Education, Immigration and Migration: Policy, Leadership and Praxis for a Changing World

• Sharmila Pixy Ferris and Kathleen Waldron (Authors), Higher Education Leadership: Pathways and Insights

• Eugenie A. Samier, Eman S. Elkaleh, and Waheed Hammad (eds), Internationalisation of Educational Administration and Leadership Curriculum: Voices and Experiences from the ‘Peripheries’

• Njoki N. Wane, Kimberly L. Todd, Coly Chau, and Heather Watts (eds), Decolonizing and Indigenizing Visions of Educational Leadership: Global Perspectives in Charting the Course

• Jason R. Swisher (Author), Beyond Refuge: A Framework for the Emancipatory Education of Forcibly-displaced Youth

• Henry Tran and Gaëtane Jean-Marie (eds), Leadership in Turbulent Times: Cultivating Diversity and Inclusion in the P-12 Education Workplace

• Gaëtane Jean-Marie and Henry Tran (eds), Leadership in Turbulent Times: Cultivating Diversity and Inclusion in the Higher Education Workplace

Forthcoming Title

• Sheila D. Moore and Shakelia Henderson (Authors), Solving Contemporary School Leadership Challenges: A Case Learning Approach

• Interested in publishing in this series? Please contact Gaëtane Jean-Marie and Ann E. Lopez at sea@uni.edu

Education, Immigration and Migration: Revisiting and Re-Imagining Policy, Leadership and Praxis for a Changing World

2nd Edition

EDITED BY

KHALID H. ARAR

Texas State University, USA

EMILY R. CRAWFORD

University of Missouri, USA

DENIZ ÖRÜCÜ

University of Nottingham, UK

AND

IRA BOGOTCH

Florida Atlantic University, USA

United Kingdom – North America – Japan – India – Malaysia – China

Emerald Publishing Limited

Emerald Publishing, Floor 5, Northspring, 21-23 Wellington Street, Leeds LS1 4DL.

First edition 2025

Editorial matter and selection © 2025 Khalid H. Arar, Emily R. Crawford, Deniz Örücü, and Ira Bogotch. Individual chapters © 2025 The authors.

Published under exclusive licence by Emerald Publishing Limited.

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British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-83608-231-6 (Print)

ISBN: 978-1-83608-230-9 (Online)

ISBN: 978-1-83608-232-3 (Epub)

Khalid H. Arar, PhD, is a Professor of Educational Leadership and Policy, Education and Community Leadership, Doctoral Program, College of Education at Texas State University. His international and comparative research program is rooted at the nexus of social justice, equity, and diversity in educational leadership and policy. For the past two decades, he has conducted studies in the Middle East, Europe, the Mediterranean, North America, and the United States. His book School Leadership for Refugees was a winner of Routledge’s prestigious choice Outstanding Academic Title in 2021, and his book Higher Education in the Era of Migration, Displacement and Internationalization received Comparative and International Society (CIES) Study Abroad and International Students SIG Best Book Award in 2023. Division A in AERA awarded him in 2023 with the title of Scholarly Excellence, and Social Justice SIG in AERA honored him in 2024 with the title of Bridge People Award. At Texas State, he was honored with the title Scholarly Excellence Award at the College of Education in 2002, and in 2023, he was awarded the title of Honorary Professor of International Studies at Texas State University and Attica University of Athens awarded him the title of Honorary Professor. He has served on amble of international scholarly conference boards; he is on the editorial board of 12 scholarly journals and Editor-in-Chief for Leadership and Policy in Schools (Routledge), Associate editor of Journal of Educational Administration and History (Routledge) and Equity in Education and Society (Sage), and Chief Editor of Routledge: Educational Leadership for an Equitable, Resilient and Sustainable Future.

Emily R. Crawford is an Associate Professor in the Department of Educational Leadership and Policy Analysis. Her research explores issues related to leadership and immigration in Pk-12 public schools across geographic contexts. Specifically, her research examines the intersections among immigration policy, educational policy and leadership, and ethics. Her projects seek to understand the ways Pk-12 educators – particularly school leaders – perceive and provide educational and schooling access for immigrant students and families of mixed legal status.

Deniz Örücü is an Associate Professor of Educational Leadership and Management at the University of Nottingham, School of Education, Center for Research in Educational Leadership and Management. Her research and teaching focus on epistemology and theories of educational administration, educational policy, social justice leadership, refugee education, culturally relevant school leadership, educational leadership within challenging circumstances, higher education, and privatization of education. She led various national and international funded research projects in Turkey and the United Kingdom. She acts as a Co-editor in Leadership and Policy in Schools Journal and undertakes various roles in the advisory boards of peer-reviewed journals such as JEA and REAL. She holds an appointment of a Co-convenor in Network 26 (Educational Leadership) of European Educational Research Association.

Ira Bogotch is a Professor in Educational Leadership at Florida Atlantic University in Boca Raton, FL. His research has traversed the principalship, school leadership standards, teaching and learning in educational administration, leadership for social justice, the Syrian diaspora, and, most recently, a topic he is calling “methodic doubts.” He brings a critical eye to traditional school leadership topics in order to see things differently and to suggest that “it could be otherwise.” In this edited book, opening national borders to welcome newcomers needs to be re-centered within the research of educational leadership alongside anti-racism and anti-Semitism of both Muslim Arabs and Jews all around the world. In addition, he has edited and contributed to numerous international handbooks most notably the Wiley International Handbook of Educational Leadership (with Duncan Waite) and the International Handbook of Educational Leadership and Social (In) Justice (with Carolyn Shields).

Serafín Antúnez is Professor at the Faculty of Education of the University of Barcelona. He has written several books and articles on organization and management of educational institutions, management training, and teaching staff. He participates in research national and international training projects for teachers, school administrators, supervisors, and people responsible for initial and ongoing teacher training.

Azadeh Motevali Zadeh Ardakani is an Associate Lecturer in Early Childhood Education in the School of Education, Western Sydney University, Australia. Her research interests include refugee education, language acquisition, integration, culturally and linguistically diverse children and families, and inclusive learning environments. She has extensive experience as a bilingual educator in multicultural early childhood education settings in Australia where she worked with diverse groups of children and families from migrant and refugee backgrounds (ORCID: 0000-0001-6685-3418).

Eduardo Barberis is a Full Professor of Sociology at the Department of Economics, Society and Politics, University of Urbino Carlo Bo, where he lectures on the methodology of social research, comparative welfare systems, and immigration policy. His research interests include the spatial dimension of migrants’ incorporation and of social welfare policy. He has collaborated with and coordinated several national and international research projects and has published extensively.

Christopher Bezzina, FCCEAM, is Professor of Educational Leadership at the Faculty of Education, University of Malta. He has taught and done consultancy work both locally and abroad in various countries including Belgium, Cyprus, Italy, Latvia, Lithuania, Luxembourg, Poland, Sweden, the Seychelles, and the United States in the areas of professional development, school-based self-evaluation, professional learning communities, governance, and quality assurance of higher education institutions. He is a Commonwealth Scholar and Fulbright Fellow. He has authored, co-authored, and edited various books and over 150 refereed journal articles. He is involved in various European and international educational institutions and serves on a number of editorial boards. Over the past few years, he has been a Visiting Professor on the National Principal Training Program organized by Uppsala University in Sweden. He is the Co-ordinator and Chairperson of the recently launched Professional Doctorate in Educational Leadership at the University of Malta (ORCID: 0000-0001-5407-0213).

Jaime L. Del Razo is an Assistant Professor of Education at Vassar College. His work examines how oppression and systems of power manifest in overt and subtle forms in the United States. Utilizing critical theoretical perspectives and mixed methodologies, his two current lines of inquiry are (1) College Access and Equity for Undocumented Students; and (2) The School-To-Military Pipeline. He holds a PhD in Education from UCLA, and his work experiences includes being a classroom math teacher, a university STEM outreach program provider, and is an US Army combat veteran (https://orcid.org/0009-0005-2993-5824).

Christopher Flanagan-Gonzales was born and raised in San Antonio, Texas, and graduated from Thomas Jefferson High School. He completed his Bachelor of Business Administration from The University of Texas at San Antonio in 2003. After spending 11 years working for a financial services company, he transitioned to education where he worked as a teacher until 2021. During this time, he earned a Master of Education in Educational Leadership and Policy Studies in 2015. In 2021, he became an assistant principal for a public school district in Texas where he currently works. In December 2023, he earned his PhD from The University of Texas at San Antonio. His research interests include advocacy and support for the academic and social-emotional needs of refugee students within the school community.

Norma Fuentes-Mayorga is an Associate Professor in Sociology and Director of Latin American and Latina/o Studies at the City College of the City University of New York. Her research is focused on women-led immigration from Latin America and the Caribbean to the United States. A focus has been on the role of the service economy in creating new forms of inequality, racialization, as well as social mobility. Her current research compares the role of higher education, technology, and race on the social mobility of Latina/o/x and Muslim girls in the cities of Amsterdam and New York City. She is the book author of From Homemakers to Breadwinners to Community Leaders: Migrating Women, Class and Color (2023). Her work has appeared in academic journals in the United States, Europe, and Latin America.

Marina García-Carmona is an Associate Professor at the Department of Didactics and School Organization at the University of Granada (Melilla, Spain) and a member of the Analysis of the Educational Reality Research Group (HUM-672). Her research focuses on educational leadership, intercultural education, ICT, and parents’ participation at school. She was a contributor in other books related to the topic such as Cultures of Social Justice Leadership: An Intercultural Context of Schools or Cultures of Leadership.

Linyuan Guo-Brennan is a Full Professor of International and Global Education in the Faculty of Education, University of Prince Edward Island, Canada, and an Adjunct Professor of Global Leadership at Troy University, USA. She has published extensively on migration and education, international and comparative education, global citizenship education, leadership and teacher education, culturally relevant curriculum and pedagogy, and sustainable development. She is the author of the books Preparing Globally Competent Professionals and Leaders for Innovation and Sustainability and Education for Global Citizenship and Sustainability. She is the Lead Convener of the World Education Research Association (WERA) International Research Network and a Co-editor of the Routledge Book Series Educational Leadership for an Equitable, Resilient, and Sustainable Future (ORCID: 0000-0002-6739-963X).

Michael Guo-Brennan is an Associate Professor of Public Policy and the Master of Public Administration Program Director in the Department of Political Science at Troy University, the United States. Through his leadership and administrative roles in both the public and nonprofit sectors, he has been extensively involved in building better local government, organizations, and programs to better serve the community. His teaching and research address critical issues on public policy and administration from global perspectives, political studies, urban education reform, immigration policy, and crisis management. He has published extensively on public policy issues related to welcoming and inclusive schools, communities, and civic engagement. His recent publication includes several books: Community Engagement for Better Schools, School Choice and the Impact of COVID-19, Preparing Globally Competent Professionals and Leaders for Innovation and Sustainability, and Globally Competent Governance: Strategies for Building Welcoming and Inclusive Communities.

Scott Imig is Professor in the School of Education at the University of Newcastle, Australia. His current research focuses on creating welcoming, safe, and engaging classroom environments for all students. Prior to university life, he was a primary teacher and a middle school science teacher in the United States (ORCID: 0000-0002-7482-3232).

Gül Ince-Beqo received her co-title PhD at the Catholic University of Milan and the Regent’s University of London. Her research explores the intersection of migration, family, religion, education, and policymaking. She has published in a number of international and national peer-reviewed journals, including International Review of Sociology, Migration Letters, Italian Political Sciences, Mondi Migranti, and De Europa. Before her current postdoc position at Milan University, she was involved in various international projects at Bari University and Urbino University. In May–June 2023, she was a Visiting Researcher at the Department of Sociology, Lund University.

Mervi Kaukko is Professor of Multicultural Education in the Faculty of Education and Culture, at Tampere University, Finland, and an Adjunct Fellow at Monash University, Australia. Her Finnish, Nordic, and international research projects focus on refugee education, immigration, practice theories, and action research. Her recent book projects include co-edited books on action research and practice theories (Toimintatutkimus – Käytännön opas, published by Vastapaino with Hannu L. T. Heikkinen) and Living Well in a World Worth Living in, Volumes 1 and 2 (Springer, with Kristin Reimer et al.) (ORCID: 0000-0001-8233-1302).

Yeji Kim is an Assistant Professor in the Department of Learning, Teaching & Curriculum at the University of Missouri. Her research interests include social studies and teacher education in transnational contexts and citizenship education for migrant students and communities.

Jill Koyama, a cultural anthropologist, serves as Vice Dean and Professor in the Division of Educational Leadership and Innovation at Arizona State University’s Mary Lou Fulton Teachers College. Her research is situated across several integrated strands of inquiry: the productive social assemblage of policy, the controversies of globalizing educational policy, and the politics of immigrant and refugee education. Making Failure Pay: High-Stakes Testing, For-Profit Tutoring, and Public Schools, his 2010 book, was published by The University of Chicago Press, and her 2014 co-edited volume, US Education in a World of Migration: Implications for Policy and Practice was released by Routledge Press. Her scholarship appears in several journals, including American Journal of Education, Anthropology and Education Quarterly, British Journal of Sociology of Education, Educational Policy, and Educational Researcher. She is the Co-editor of Anthropology and Education Quarterly and has served as associate editor and board member on several journals (ORCID: 0000-0003-0990-4930).

Gülnur Ak Küçükçayır, PhD, has 22 years of teaching experience at public schools. She served as a representative for over eight years at the Central Office of the Ministry of National Education in Ankara for international organizations (UN–UNESCO–OECD) and then was responsible for the admission and evaluation of the academic progress of Turkish higher education scholarship students in the United States, Canada, and Pacific countries. Her research interests are professional development of school leaders, educational leadership, education policy, multicultural education, interdisciplinary research, and qualitative and mixed methods research methodology.

Jaein Josefina Lee is a Lecturer at the Harvard Graduate School of Education, the Faculty lead for the Chen Yidan Visiting Global Fellows program, and the Co-chair for the Data Wise Coach Certification program. Her research interest focuses on how to bring equity by critically examining institutions’ dominant practices and empower marginalized communities to promote their own values in educational institutions. Her recent research explored how first-generation, low-income, and immigrant students demonstrate their agency using non-dominant values and practices while navigating a predominantly white university (https://orcid.org/0000-0003-3496-728X).

Ruth M. López is an Associate Professor at the University of Arizona in the Department of Educational Policy Studies and Practice. In her research, she addresses the social and political contexts that students of color navigate across K-12 schools and their access to higher education. Through critical qualitative approaches, her research examines: (1) the intersections of education and immigration policies, (2) culturally responsive education and family engagement, and (3) college access for Latinx and immigrant students. She is the daughter of immigrants from El Salvador and Mexico, first-generation college student/graduate, and mother scholar. These identities inform her commitment to educational equity and college access (https://orcid.org/0000-0003-2881-2847).

Betty Merchant was born in a small village in upstate New York, located at the intersection of the Vermont, New York, and Canadian borders. She has taught all grades of K-12 in numerous cultural contexts, including Native-American-controlled schools. After receiving her PhD in Administration and Policy Analysis from Stanford University, she joined the Faculty in the Educational Leadership Department at the University of Illinois, Urbana-Champaign. She came to the University of Texas at San Antonio in 2000 as a faculty member, then served as Chair of the Department of Educational Leadership & Policy Studies (ELPS) and Dean of the College of Education and Human Development. She is currently the Henrietta Frances Zezula Lowak Endowed Distinguished Professor in ELPS. She’s a member of the International Successful School Principalship Project and her research interests include educational leadership, educational policy; politics of education; refugee students and families; and diversity, equity, and access (https://orcid.org/0000-0003-0696-2094).

Juan Manuel Niño, PhD, is a Professor at The University of Texas at San Antonio in the Department of Educational Leadership and Policy Studies. He is also the Coordinator of the Urban School Leaders Collaborative program. In addition, he serves as the Project Director of the Equity-Centered Pipeline Initiative, a partnership with San Antonio ISD. This multiyear project is funded by the Wallace Foundation to explore how to build principal pipelines that produce school leaders who can advance educational equity and lift student learning. Before joining academia, he served as a teacher and administrator in several urban school districts across Texas. As a scholar-practitioner, He focuses on preparing aspiring school leaders for social justice. His research critically examines the practice of education and leadership in various contexts, addressing issues of access, equity, and excellence in education for diverse communities. Additionally, he explores the Latin@ experiences that influence identity and advocacy.

Yesenia Ochoa grew up in Mountain Home, Idaho, and graduated from Mountain Home Senior High School. She completed her Bachelor of Arts in Communication and a Certificate of Dispute Resolution from Boise State University in 2012. Upon completion of her undergraduate degree, she moved to San Antonio, Texas, where she earned a Master of Public Administration from the University of Texas at San Antonio in 2016, and a PhD in Educational Leadership in 2023. She is passionate about interagency and cross-sector collaborations in the public and nonprofit sector. Her professional career is focused on the realm of nonprofit development. She specializes in fundraising for nonprofits and public entities through grant acquisition. As a Deputy Director of Development and a Grant Writing Consultant across the nation, she annually raises millions of dollars in grants each year for the agencies she supports.

Maura Sellars is an Honorary Lecturer at the University of Newcastle, Australia. She has 30 years’ experience as a classroom teacher, followed by over 20 years as a university lecturer. She works within the fields of pedagogy, leadership, cognition, mathematics, and inclusion. She has published widely on numeracy across the curriculum, inclusive school culture, teacher practices, and educating refugee students (ORCID: 0000-0001-6174-8483).

Patricia Silva is Associate Professor at the Department of Didactics and Educational Organization at the Faculty of Education, University of Barcelona (UB). She is a member of the consolidated research group FODIP-UB, and she is an author of scientific papers related to school organization and management and online teaching.

Charles L. Slater is Professor of Educational Leadership at California State University Long Beach, the United States. He previously served as superintendent of schools and received his PhD from the University of Wisconsin-Madison. He teaches and conducts research in educational leadership and served as Visiting Professor at the University of Barcelona. He has collaborated with colleagues to publish studies about leadership in Costa Rica, Mexico, Korea, Spain, and the United States.

Brian Vassallo, BPsy (gen), Dip Inc Ed, MSc (UK), is an experienced school leader currently heading the only Muslim school in Malta. He holds degrees in Psychology and Inclusive Education from the University of Malta and a Masters in Educational Leadership from the University of Leicester (UK). He is also a Visiting Lecturer at the University of Malta, contributing to the Master’s in Access to Education, the Master’s in Human Rights and Democratization of Governance, and the Bachelor’s degree in Inclusive Education. He has authored numerous research papers published locally and internationally. His research interests include multicultural education, educational leadership, and cultural and disability inclusion. Additionally, he is a Program Development Expert and a Dissertation Supervisor with the Institute for Education. (ORCID: 0000-0002-4513-7524).

Jane Wilkinson is Professor of Educational Leadership in the Faculty of Education, Monash University, Australia. Her research and teaching interests are in the areas of educational leadership for social justice, practice theory, refugee education, and women and leadership. She is leading a 3-year Australian Research Council grant examining the emotional labor of public school principals in socially volatile times: https://www.monash.edu/education/research/projects/school-principals-emotional-labour-in-volatile-times. Her recent book, Educational Leadership Through a Practice Lens: Practice Matters, reframes educational leadership as a form of pedagogical practice/praxis in dialogue with practice architectures theory, Bourdieuian, and feminist critical scholarship https://www.springer.com/gp/book/9789811676284 (http://orcid.org/0000-0002-0727-0025).

We are immensely grateful to all contributors for their innovative insights and significant contributions to this second edited volume. This work brings together scholars from across the globe, and it has been a thoughtful and collaborative journey, enriched by the collegial contributions of both direct and indirect participants. This project has fostered a community of partnership, learning, and a deeper understanding of the political landscape, policy design, and research surrounding the dynamics of refugees’ welcome and unwelcome in various nation-states. This work was also made possible despite the first editor’s personal challenges in focusing on the project while witnessing the genocide and collective trauma endured by his people, the Palestinians. The dedication and commitment of the co-editors were crucial in ensuring the project’s success. Finally, the editors owe a special debt of gratitude to Mrs Danielle Bryant, Doctoral Research Assistant at the College of Education, Texas State University, whose exceptional efforts were instrumental in coordinating this volume. Danielle’s unwavering support in managing communication across multiple time zones, facilitating discussions among the four editors, and handling all correspondence, critiques, and feedback with contributors was invaluable. Her meticulous work in preparing the manuscript for publication ensured that the process moved forward smoothly, and we are deeply appreciative of her dedication and hard work.