This incredibly timely volume offers insight into how educational leadership is managed, demonstrated, and enacted in zones of conflict, underlining the pivotal role educational leadership plays in peacebuilding and conflict-resolution efforts internationally.
Employing qualitative, quantitative, and theoretical methodologies, as well as on-the-ground lived experiences and empirical case studies, the book’s diverse chapters showcase perspectives from areas of current or historic conflicts in Israel, Ukraine, Russia, Germany, USA, Afghanistan, Pakistan, and Norway. Guided by the overarching themes of resilience, decision-making, inclusion, and post-conflict rebuilding, the chapters focus on a range of leadership contexts such as the Arab-Bedouin and Ukrainian education systems, refugee Ukrainian children in Germany, the work of women educational leaders in Pakistan, and the experience of Israeli educational leaders during the conflict.
Ultimately making a significant and groundbreaking addition to the literature on educational leadership in conflict zones, this book will be necessary for researchers, scholars, and postgraduate students working in educational leadership and strategy, international and comparative education, and sociology of education. Policymakers working in war and conflict studies as well as educational crisis may also benefit from the volume.
Introduction PART 1: Educational Leadership of Resilience in Specific Conflict Zones and Communities 1: Leadership of Kindergarten Teachers in the Old City of Jerusalem: Fostering Resilience and Creating a Secure Climate in Early Education 2: Kindergarten Teachers' Leadership, Difficulties and Actions Taken during the 2023 Israel-Hamas War 3: Educational Leadership during Crisis: Ultra-Orthodox Teachers in a Secular Education System during the Iron Swords War 4: Coping and Resilience Resources among School Principals in the Arab-Bedouin Education System in the shadow of the Swords of Iron War 5: Bottom-up Educational Leadership in Rural Communities in the Northern Israeli Periphery During the Swords of Iron War PART 2: Decision-Making Leadership Practices in Maintaining Educational Continuity During Wars and Security Risk 6: Educational Leadership in the Midst of a Multi-level Crisis Event: Insights from Wartime Podcasts 7: Emergency Responses of the Ukrainian Education System to the Full-Scale Russian Invasion 8: Doing Responsibility in Times of War and Insecurity: Processes of Responsibilization in Educational Leadership 9: Navigating Crisis in Special Education - Establishing Hotel-Based Field Schools for War Evacuees in Israel 10: An Internal Community Education System During an Emergency: An Auto-Ethnography of the Israel-Gaza War PART 3: Educational Leadership of Inclusion for War- Refugee Students 11: Educational Leadership and Integration Support for Refugee Children from Ukraine in German Schools in 2022-2023 12: Educational and Social Integration Challenges of Ukrainian Refugee Students in Würzburg, Germany 13: Moving Between Two Wars and Identities: How Israeli School Leaders Raise the Morale of War-Refugee Students from Russia and Ukraine 14: Homegrown Educational Leadership in Forced Russian-origin Migrant Society: The Case of Georgia PART 4: Leadership in Rebuilding Educational Systems after the Resolution of a Prolonged Conflict 15: Critical Educational Bricolage in Times of Prolonged Conflict: Toward a Theory of Recognition for Restoration 16: K-12 Women Educational Leaders of Pakistan: Embracing Resilience in Unstable Post-War Times 17: Restoring Educational Leadership Despite Being in Afghanistan: A Tale of Dark Times 18: Modern Education and its Enemies in Afghanistan – an Analytical, Historical Review to Inform the Future 19: Teaching after the War: Lessons from Educators after the Second World War in Norway Conclusions and Implications
Mary Gutman is a researcher, teacher educator, and lecturer in the Master’s program for Management and Organization of Education Systems, Michlalah Jerusalem College, Israel.
