ABSTRACT Witnessing a tremendous influx of refugees in the last years, Turkish schools have turned into a multicultural environment with various ethnic, racial, and religious student populations. Given that there may be cases of marginalization or injustices for the refugee students at Turkish schools, this study seeks to explore to what extent school principals can perform social justice practices within the ecology of social justice leadership (individual, microsystem & mesosystem, exosystem, and macrosystem). The data of this study came from semi-structured interviews conducted with 10 school principals working at refugee-populated public schools in Turkey. The findings revealed that school principals were much dependent on the influential dynamics surrounding them in creating socially just and fair school environment for refugee students. Especially, serious socioeconomic challenges of refugees and naive and unclear government policies about the education of refugee students impact social justice practices of school principals. Conclusions, implications, and recommendations are discussed.

中文翻译：

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社会正义领导生态学：学校如何回应难民学生

摘要 过去几年见证了大量难民的涌入，土耳其学校已经变成了一个多元文化的环境，拥有各种民族、种族和宗教的学生群体。鉴于土耳其学校的难民学生可能存在边缘化或不公正的情况，本研究旨在探讨学校校长在社会正义领导生态（个人、微观系统和中观系统、外系统和宏系统）。本研究的数据来自对 10 位在土耳其难民密集的公立学校工作的校长进行的半结构化访谈。调查结果显示，校长在为难民学生创造社会公正和公平的学校环境时，很大程度上依赖于围绕他们的有影响力的动态。特别是难民面临的严重社会经济挑战以及政府关于难民学生教育的幼稚和不明确的政策影响了学校校长的社会正义实践。讨论了结论、影响和建议。