Globalization and Migration From the Perspective of Ethnosymbolist and Civic Nationalism.

Abstract

Nationalist ideology, which emerged in the 18th century and profoundly influenced the 19th, occupies a significant position in human affairs and the concept of the nation-state, despite its contradictions and multidimensional structure. As nationalism gained traction in the ethnosymbolist mentality through values such as race, religion, language, and ethnicity, it acquired different meanings around the concept of civic nationalism in the aftermath of modernization and globalization. The specific conditions of societies were affected by globalization and migration, leading to the differentiation of the nationalist mindset between ethnic nationalism and civic nationalism. Beginning in the 1980s, Western civic nationalism was described as "good nationalism," while Eastern nationalism, informed by ethnosymbolism, was "bad nationalism." This study seeks the answer to the question of how the stances of ethnosymbolism and civic nationalism towards globalization and migration were shaped. In this context, the study examines the convergence between ethnosymbolist nationalism and civic nationalism, as well as the factors that led to it, from a historical and holistic perspective and by using a comparative method.

Can a supportive supervisor be a treasure for teachers? A multilevel analysis of the relationship between perceived supervisor support, work engagement, and burnout

“…The findings of our study indicate that perceived supervisor support is significantly related to teachers' levels of work engagement and burnout at both the school and teacher levels. However, when considering the high‐power distance of Turkish society (Hofstede et al, 2010) and the studies in the Turkish context (Yaman & Irmak, 2010) that point to a high distance of power in relationships between school administrators and teachers, our study can raise awareness about the significance of supervisor support and enable administrators to be more sensitive in shortening the power distance between themselves and teachers.…”

“…On the other hand, the high power distance between school principals and teachers can be seen as one of the most important reasons for this situation. The fact that Turkish society generally has a high power distance (Hofstede et al, 2010) and its reflection on the relationship between school principals and teachers in the education context (Yaman & Irmak, 2010) makes this situation understandable. High power distance is the situation where a school principal makes decisions without consulting subordinates and expects obedience from them in work‐related matters (Earley & Erez, 1997).…”

“…High power distance is the situation where a school principal makes decisions without consulting subordinates and expects obedience from them in work‐related matters (Earley & Erez, 1997). The authoritarian attitudes of school principals can limit the supervision approach that focuses on guidance/development and relationships with teachers (Yaman & Irmak, 2010).…”