In today’s increasingly diverse global society, schools serve as places for cultural exchange and understanding. These educational spaces offer an opportunity to embrace immigrant contributions and leverage their strengths for collective growth. As an educational leader committed to equity and inclusion, I conducted a study as part of my doctoral research to better understand the practices of culturally responsive and transformative school leaders. I analysed the experiences of secondary principals (grades 6–12) working with immigrant communities.
In this article, immigrants include first-generation (foreign-born) and second-generation (native-born) students with at least one immigrant parent, whether . . .
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