ABSTRACT
Little research has focused on the role of school leaders in providing and/or preventing equitable access for refugees to schooling in order to overcome the dynamics that affect their choices and opportunities. This chapter aims to reconsider leadership for refugee education, especially in the case of students, who have been forcibly displaced due to war and violence at homeland. It suggests that the interplay of culturally relevant leadership (CRL) frameworks asserted by several scholars to be appropriate for racially and culturally diverse school settings could be utilized effectively in vulnerable refugee education contexts. CRL initially derives from the concepts such as culturally appropriate, culturally congruent, culturally responsive and culturally compatible education. Culturally relevant pedagogy seen as the key to making multicultural education work, is defined as a teaching approach that empowers students intellectually, socially, emotionally, and politically using cultural referents to impart knowledge, skills, and attitudes.
