A study of effectiveness of human rights education in Turkey

Kepenekci, Yasemin Karaman

doi:10.1080/1740020042000334091

Cited by 22 publications

(22 citation statements)

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“…In relation to the aforementioned elements of active citizenship, the results might further raise the question of how an active citizenship education should be embodied and which strategies and methods should be applied in middle schools as it is evident that teaching methods play an important role in offering an effective citizenship education (Karaman-Kepenekci, 2005). In the studies carried out by Ersoy (2014) and Memişoğlu (2014), the results revealed that social studies teachers in Turkey mostly apply teacher centered practices in citizenship education such as direct explanation, question and answer method, and narration techniques, which poses a challenge to the active citizenship education.…”

Section: Discussionmentioning

confidence: 99%

“…They also sought to develop necessary skills such as critical thinking, problem solving, communication, cooperation, and negotiation (Altan, 2012;Gözütok, Gülbahar, & Köse, 2007;Tezgel, 2006). However, many studies still point out the need for the improvement of the textbooks and the curriculum to become compatible with the notion of "democratic and active" citizenship (e.g., Akşit, 2009;Başaran, 2007;Çayır, 2002Çayır & Bağlı, 2011;Er, Ünal, & Özmen, 2013;İnce, 2012;Karaman-Kepenekci, 2005;Keleş & Tonga, 2014;Tonga & Uslu, 2015;Ülger, 2013;Ünal, 2012). Similarly, a number of studies addressed the need for the improvement of student outcomes (e.g., knowledge, skills, and attitudes) in relation to democratic citizenship and human rights (e.g., Akengin, 2008;Bağlı, 2013;Dolmacı & Kuşat, 2015;Keser et al, 2011;Sadık & Sarı, 2012) and others stressed the need for the improvement of teaching democratic citizenship and human rights by improving knowledge, skills and attitudes of teachers and teacher candidates (e.g., Doğanay, Çuhadar, & Sarı, 2007;Ersoy, 2012aErsoy, , 2014Gündoğdu, 2011;Memişoğlu, 2014).…”

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confidence: 99%

“…In particular, human rights discourse was identified as a high priority area for the EU membership (Ilkkaracan & Ercevik-Amado, 2005). In addition, as the United Nations General Assembly initiated the proclamation of the years 1995-2004 as the Decade for Human Rights Education, "human rights and human rights education" has consequently become an issue for the international arrangements (Çayır, 2002;Karaman-Kepenekci, 2005).…”

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confidence: 99%

“…Since 1990s, Turkey has also incorporated the human rights themes into the citizenship education. With the establishment of the Turkish National Committee on the Decade for Human Rights Education in 1997 to endorse human rights education based on contemporary standards (Karaman-Kepenekci, 2005), civics or citizenship course was renamed as "Citizenship and Human Rights Education" for 7th and 8th grades in 1998 (Çayır, 2002). For the 10th graders at high schools, "Democracy and Human Rights" course started to be offered as an elective course (Çayır & Gürkaynak, 2008).…”

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confidence: 99%

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Students as Change Agents in the Community: Developing Active Citizenship at Schools

2017

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Promoting active citizenship is seen as invaluable for educational practices in schools particularly in existing social, political, economic, and cultural context of Turkish society. The present study is part of a European Union project that aimed to help students develop knowledge, skills, attitudes and values to actively participate in democratic life, mainly by learning and exercising their rights and responsibilities as citizens both at school and also in their community. The study explored the knowledge, skills, attitudes and values developed by students through the project which are considered to be necessary for active citizenship.Employing qualitative multiple case research design, the sample consisted of 82 eight-grade students and 3 social studies teachers from three different middle schools in Ankara. The data were collected during and after the implementation of activities through observation, formative evaluation forms, student focus group discussions, teacher interviews, and the project evaluation form. The data were analyzed by content analysis method. The findings portrayed that the project activities were conducive to develop the characteristics of active citizenship in students in terms of the knowledge, skills, attitudes and values.

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confidence: 99%

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confidence: 99%

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Students as Change Agents in the Community: Developing Active Citizenship at Schools

2017

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“…Araştırmalar, çeşitli adlarla eğitim programlarında yer alan vatandaşlık, demokrasi ve insan hakları eğitimi gibi derslerin amaçlarına genellikle ulaşılamadığı yönündedir (Arıkan, 2002;Güdücü, 2008;Güven, 2010;İnan, 2005;Kıvanç, 2003;Toraman, 2012;Uyangör, 2007). Bu durumun nedeni olarak, genellikle öğrenme-öğretme ortamının öğrenciyi etkin kılacak şekilde düzenlenmemesi, sadece anlatım, soru yanıt ve tartışma gibi yöntemlerinin kullanılması gösterilmektedir (Arıkan, 2002;Aydeniz, 2010;Candan, 2006;Çıplak, 2002;Dolanbay, 2011;Güdücü, 2008;Karaman-Kepenekçi, 2005;Kıvanç, 2003;Özbek, 2004;Toper, 2007;Ulubey, Koçer ve Toraman, 2013;Uyangör, 2007). Ayrıca, alanyazındaki çalışmaların genellikle betimsel nitelikte olduğu, derslerin amaçlarına ulaşmasını sağlayabilecek deneysel çalışmalara yeterince yer verilmediği, yeni yöntem ve tekniklerin denendiği araştırmalara gereksinim duyulduğu görülmektedir.…”

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