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April 15, 2026Educational Administration Quarterly

School Leadership in the Borderlands: From Epistemicide to Cognitive Justice?

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Authors

BUBirgül Ulutaş

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Overview

Qualitative case study explores leadership dynamics in schools serving Syrian refugee students, suggesting pathways to cognitive justice.

Key Points

  • This research aims to examine how school leaders address the cultural and epistemological needs of refugee students in marginalized educational settings.
  • Qualitative case study conducted in public schools in Mersin, Türkiye
  • Utilizes critical realist thematic analysis to understand leadership responses
  • Identifies three key thematic strata related to leadership practices and institutional constraints.
  • Identified experiential practices influenced by institutional constraints
  • Highlighted patterns aligned with assimilationist discourses that contribute to epistemicide
  • Revealed moments of critical reflexivity among school leaders, indicating potential for dialogical leadership.

Cite This Study

Birgül Ulutaş (2026) studied this question.

synapsesocial.com/papers/69df2c9ee4eeef8a2a6b1cbdhttps://doi.org/10.1177/0013161x261441181
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Leading at the threshold: liminal leadership practices of school principals in the context of refugee integration in Turkish public schools2026
  2. 2Micropolitics of social justice in schools: A qualitative case study from Türkiye2026
  3. 3Adaptive resilience in educational leadership: navigating structural constraints in centralized school systems2026
  4. 4School leadership in (poly)crisis: Navigating the intersection of migration and disaster2026
  5. 5Beyond Tokenism: How Do Racialized School Leaders Respond to Ethnocultural Diversities in Their Schools?2026 · 1 citations