Educational Leadership and Supporting Refugee and Forced Immigrant Youth: A Review of Policy in Canada and the United States

Abstract

The objective of this chapter is to analyze educational leadership policy in New Jersey, US, and Ontario, Canada, focusing on the inclusion of the unique needs of systematically marginalized students, specifically refugees and forced immigrant (RFI) youth. Modes of inquiry are qualitative document analysis of New Jersey and Ontario leadership policies, preparation requirements, and standards. The objective of this paper is to present an extensive literature review of policies related to educational leadership and supporting RFI youth and their teachers as well as to reveal gaps in policies and examine pre- and in-service training requirements. Within the field of comparative and international education, this chapter highlights the institutionalization of trends in educational leadership at state or provincial levels and how these macro-level policies influence educators’ abilities to meet the needs of students from marginalized communities, such as refugees and immigrants.

Citation

Galegher, E.L., Davidson, P.M., Elefante, J., Bright, G. and Damaschke-Deitrick, L. (2022), "Educational Leadership and Supporting Refugee and Forced Immigrant Youth: A Review of Policy in Canada and the United States", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2021 (International Perspectives on Education and Society, Vol. 42B), Emerald Publishing Limited, Leeds, pp. 181-202. https://doi.org/10.1108/S1479-36792022000042B010