Challenges facing Education Leadership in the Shadow of War

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.

• 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