Ünal Deniz
Biographic Data
| ID | 6175752 |
|---|---|
| NAME | Ünal Deniz |
| GIVEN NAMES | Ünal |
| FAMILY NAME | Deniz |
| SIGNATURE | DENIZ Ü |
| AFFILIATIONS | Manisa Celal Bayar University |
| ORCID | 0000-0001-7447-6050 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Whiteness as a structuring principle: Experiences of white and local administrators in Sub-Saharan African international schools
This phenomenological study examines how whiteness functions as a structuring principle in international schools across Sub-Saharan Africa, shaping leadership hierarchies and administrative experiences. Through in-depth interviews with 16 administrators (eight white expatriates and eight locals) in four countries, the research reveals persistent racial stratification in management structures, with white administrators disproportionately occupying…
Shaping professional identities in turbulent times: Venezuelan female school leaders’ sensemaking of critical incidents
This study delves into how Venezuelan female school leaders’ sensemaking of their professional identities occurs through critical incidents in turbulent contexts. To explore this, the study employed a qualitative phenomenological approach, conducting in-depth interviews with twelve female school leaders selected through maximum variation sampling. Interview data were analyzed through thematic analysis. The findings demonstrate how personal aspira…
Mapping local teacher and expatriate leader professional ecologies in Sub-Saharan African International Schools
This phenomenological study examines professional relationships between local teachers and expatriate leaders in Sub-Saharan African international schools. The study explores how these educators navigate cultural differences, hierarchical structures, and power dynamics in their professional relationships. Data were collected through in-depth interviews with 12 local teachers and expatriate leaders from international schools across 12 Sub-Saharan …
Invoking teacher agency and professional identity through Currere: Insights from within Türkiye’s centralized education system
This study examines how teachers’ professional agency and identity development emerge through their sensemaking of critical incidents across the temporal dimensions of currere within Türkiye’s centralized education system. Using the phenomenological methodology, in-depth interviews were conducted with 16 teachers selected through maximum variation sampling from public schools in Ankara. Data were analysed through an integrated approach combining …
Understanding professional zone of acceptance for teacher-leader interactions: A dynamic framework
Purpose This study employs a comprehensive theoretical synthesis and literature review methodology to examine the evolution and current state of the professional zone of acceptance (PZoA) in educational leadership. Design/methodology/approach Building upon the foundational theories of Barnard and Simon, the research develops a dynamic model that integrates temporal, contextual, leadership approach, and individual characteristics dimensions to exp…
Multilingualism in practice: A phenomenological study of international school teachers' experiences in Sub-Saharan Africa
Teachers’ pragmatic awareness in multilingual educational settings: A phenomenological study across six Sub-Saharan African countries
Translanguaging as responsive pedagogy: Teachers’ French-Wolof integration practices in Senegalese secondary schools
The odyssey of Turkish school leaders in Africa: An expedition into professional identity, challenges, and cultural adaptations
The odyssey of Turkish school leaders in Africa: An expedition into professional identity, challenges, and cultural adaptations
Mapping local teacher and expatriate leader professional ecologies in Sub-Saharan African International Schools
This phenomenological study examines professional relationships between local teachers and expatriate leaders in Sub-Saharan African international schools. The study explores how these educators navigate cultural differences, hierarchical structures, and power dynamics in their professional relationships. Data were collected through in-depth interviews with 12 local teachers and expatriate leaders from international schools across 12 Sub-Saharan …
Invoking teacher agency and professional identity through Currere: Insights from within Türkiye’s centralized education system
This study examines how teachers’ professional agency and identity development emerge through their sensemaking of critical incidents across the temporal dimensions of currere within Türkiye’s centralized education system. Using the phenomenological methodology, in-depth interviews were conducted with 16 teachers selected through maximum variation sampling from public schools in Ankara. Data were analysed through an integrated approach combining …
Understanding professional zone of acceptance for teacher-leader interactions: A dynamic framework
Purpose This study employs a comprehensive theoretical synthesis and literature review methodology to examine the evolution and current state of the professional zone of acceptance (PZoA) in educational leadership. Design/methodology/approach Building upon the foundational theories of Barnard and Simon, the research develops a dynamic model that integrates temporal, contextual, leadership approach, and individual characteristics dimensions to exp…
Multilingualism in practice: A phenomenological study of international school teachers' experiences in Sub-Saharan Africa
Teachers’ pragmatic awareness in multilingual educational settings: A phenomenological study across six Sub-Saharan African countries
Translanguaging as responsive pedagogy: Teachers’ French-Wolof integration practices in Senegalese secondary schools
Whiteness as a structuring principle: Experiences of white and local administrators in Sub-Saharan African international schools
This phenomenological study examines how whiteness functions as a structuring principle in international schools across Sub-Saharan Africa, shaping leadership hierarchies and administrative experiences. Through in-depth interviews with 16 administrators (eight white expatriates and eight locals) in four countries, the research reveals persistent racial stratification in management structures, with white administrators disproportionately occupying…
Shaping professional identities in turbulent times: Venezuelan female school leaders’ sensemaking of critical incidents
This study delves into how Venezuelan female school leaders’ sensemaking of their professional identities occurs through critical incidents in turbulent contexts. To explore this, the study employed a qualitative phenomenological approach, conducting in-depth interviews with twelve female school leaders selected through maximum variation sampling. Interview data were analyzed through thematic analysis. The findings demonstrate how personal aspira…
Global Education and Multiculturalism (4 works) · EFL/ESL Teaching and Learning (3 works) · Global Educational Policies and Reforms (3 works) · Multilingual Education and Policy (3 works) · Qualitative research (3 works) · Semi-structured interview (3 works) · Sociology (3 works) · Teacher Education and Leadership Studies (3 works) · Educational leadership (2 works) · International Student and Expatriate Challenges (2 works)