School Leadership in Minority-Concentrated Schools in Post-Disaster Contexts: Managing Double Displacement of Syrian Refugee Students After the 2023 Türkiye Earthquake
Minority School Leadership during Crises: Global and Cross-Continental Perspectives, Taylor & Francis Ltd, ss.168-180, 2026
- Yayın Türü: Kitapta Bölüm / Araştırma Kitabı
- Basım Tarihi: 2026
- Doi Numarası: 10.4324/9781003724223-20
- Yayınevi: Taylor & Francis Ltd
- Sayfa Sayıları: ss.168-180
- TED Üniversitesi Adresli: Evet
Özet
This chapter examines school leadership within minority-concentrated post-disaster contexts in southern Türkiye, specifically focusing on the management of “double displacement” among Syrian refugee students following the 2023 earthquakes. The study explores how administrators navigated layered crises where war-induced migration intersected with sudden environmental catastrophe. The research employs a qualitative narrative inquiry design, drawing on biographical life-history interviews with eight school administrators (principals and vice principals) working in districts with high concentrations of refugee students. Participants were selected through purposive and snowball sampling from the districts of Antakya, Altınözü, and Reyhanlı. Interviews were conducted between October and November 2025 and analyzed using a thematic–narrative approach, combining chronological “restorying” of participants’ experiences with iterative thematic coding. The findings reveal three interconnected dimensions that shape leadership in these settings: layered displacement and institutional precarity, responsibilized policy enactment through care-based leadership, and the pedagogical and social dynamics of (dis)integration affecting refugee students. Administrators functioned as moral mediators, addressing structural precarity and socio-pedagogical disintegration. This chapter concludes that recognizing care as a collective institutional obligation is vital for ensuring educational justice in minority-concentrated disaster-affected educational contexts.