Multicultural education in Turkey: An analysis of 1st-5th grades curriculum objectives

Seban, Demet; Uyanik, Hatice

doi:10.14527/pegegog.2016.001

Cited by 10 publications

(17 citation statements)

References 9 publications

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“…Seban and Uyanık (2016), Keskin and Yaman (2014) found the proportion of multicultural education in Social Studies course to all attainments as 13%, and Cırık (2008) found it as 17,20%.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Views about Multicultural Instruction in Social Studies Course

Karakuş¹

2018

IOJES

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The purpose of this study is to examine Social Studies and classroom teachers' views about multicultural instruction in Social Studies course. This study, which utilized survey model, used interviews as the data collection tool, and the data were analyzed using content analysis methods. In their definitions of multiculturalism, the teachers were found to focus on dimensions such as language, religion, race, sect, ethnicity, age, gender, and social class but not to mention the dimensions about exceptional students and disability. As to realization of the objectives of the Social Studies course, the teachers think that multiculturalism is limited and superficial in the guidebooks, the attainments are not distributed well, they remain at knowledge level, they differentiate according to the units, they are not related to real life, and effective instructions cannot be conducted due to the features of the attainments. Besides, the teachers stated that they could not conduct the activities in the program due to such reasons as the limited number of course hours, the need for catching up with the curriculum, homework, theoretical and outdated nature of the activities, limitations of the programs in relation to multiculturalism, lack of parent involvement, and inadequacies related to the materials and teachers themselves. They stated that the program involved multiple-choice questions, interviews, observations and form-based activities that assess multiculturalism, but they were insufficient. Instead of allocating a separate unit or subject to multiculturalism in the Social Studies program, fundamental structure of the program should be based on multiculturalism, and there should be unity in the program components © 2018 IOJES. All rights reserved Keywords: 1 Social studies curriculum, multiculturalism in education Extended SummaryIt is necessary for social studies curriculum, which is formed as a result of the interaction of people and society with their environment, to consider the variables related to society where people live. The role and place of multicultural approach in the social studies instruction and curriculum is self-evident; multiculturalism is based on the premise that individuals should not be in a disadvantageous position in schools or societies. Based on these views, it is important that the social studies curriculum is based on the principles of multicultural education and that the current situations are identified accordingly. The general purpose of this study is to analyse social studies and classroom teachers' views about multicultural instruction MethodThe study aims to analyze social studies and class teachers' views about multicultural instruction, thus it is descriptive survey model in nature. Survey models aim to describe existing situations as they are. Occasions, objects or individuals which are discussed in the study are described within their own conditions and as they are (Karasar,2003). The study utilized qualitative research methods and techniques.

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Section: Discussionmentioning

confidence: 99%

Teachers’ Views about Multicultural Instruction in Social Studies Course

Karakuş¹

2018

IOJES

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“…On the contrary, it has been observed that the research in the international field is at a stage in which the practices and the experience related to this process are examined in line with the prevalence of multicultural education practices (Baltes, Hernandez & Collins, 2015;Golub, 2014;Guth, McAuliffe & Michalak, 2014;Perveen, 2014). Studies conducted on multiculturality in Turkey generally show that teacher candidates, teachers, administrators and academics are positive in multiculturality and multicultural education (Akkaya, Kırmızı & İşçi, 2018;Alanay & Aydın, 2016;Avcı & Faiz, 2018;Başarır, Sarı & Çetin, 2014;Damgacı & Aydın, 2013;Kahraman & Sezer, 2017;Polat, 2012), although there are many deficiencies in curricula and textbooks (Akar & Keyvanoğlu, 2016;Akhan & Yalçın, 2016;Çayır, 2016;Keskin & Yaman, 2014;Seban & Uyanık, 2016). Therefore, education policies in Turkey are still not equipped to bring multiculturality into educational environments (Köşker & Özgen, 2018).…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Trends in Multicultural Education Research: A Five-Year Content Analysis of Turkish and ERIC Databases

Köşker

Erdoğan

2020

IJELS

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This study aims to determine trends in research on multicultural education in Turkish and Eric databases, to compare and to discuss them. Within the scope of the study, research on multicultural education in the International Education Resources Information Center (ERIC) and ULAKBİM TR Index (Turkey National Academic Network and Information Center) databases were included. In the study, 308 articles reached in ERIC database and 60 articles in ULAKBİM database were analyzed using content analysis. As a result of the analysis, it was determined that there has been an increase in multicultural education publications in ULAKBİM TR Index since 2015 and a decrease in the ERIC database. In Turkey, it is seen that there is a tendency to determine attitudes, perceptions and opinions towards multicultural education with larger sample groups; nevertheless, there is a tendency to multicultural education practices and experiences with smaller groups in the ERIC database.

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“…Alanyazındaki çalışmalarda, İngilizce ders kitaplarında çokkültürlülük öğelerinin göz ardı edildiği ve ağırlıklı olarak hedef kültüre yer verildiği belirtilmiştir. Bununla beraber, kaynak kültür, hedef kültür ve bunların dışında kalan uluslararası kültürel öğelere aynı oranda yer verilmesi gerektiği de belirtilmektedir (Çelik ve Erbay, 2013;Demirbaş, 2013;Erdoğan, 2015;Seban ve Uyanık, 2016;Üzülmez ve Karakuş, 2018;Zorba ve Çakır, 2019). İncelenen kitaplarda kaynak kültüre ilişkin öğelere (yabancı yazarlı ders kitaplarında olduğu gibi), hedef kültüre ilişkin öğelere oranla daha az yer verilmiştir.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

“…In Turkey, English coursebooks mostly include cultural aspects of the target language and quite a few elements referring multiculturalism (Bulut and Arıkan, 2015;Çakır, 2010;Çelik and Erbay, 2013;Demirbaş, 2013;Erdoğan, 2015;Seban and Uyanık, 2016;Üzülmez and Karakuş, 2018). In order to overcome this deficiency mentioned in the literature, the English curriculum and English textbooks were revised in parallel with the Common European Framework of Reference for Languages (CEFR) and the European Language Portfolio (ELP) between 2011 and 2018 by the Ministry of National Education.…”

Section: Purpose and Significancementioning

confidence: 99%

Investigation of the English Books in Secondary Education Within the Context of Multiculturalism

Özen¹,

Dağyar²

2020

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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Bu araştırmada, İngilizce ders kitaplarında gündelik yaşam, kişiler arası ilişkiler, değer, inanç ve tutumlar, beden dili, toplumsal gelenekler, ritüel (adet haline gelmiş) biçimini almış davranışlar ve coğrafya gibi öğelere, küreselleşmeyi ve dünya vatandaşlığını odağa alan çokkültürlü bir bakış açısıyla ne sıklıkta yer verilmiş olduğunu ortaya koymak amaçlanmaktadır. Araştırma, kuramsal analitik araştırma olarak desenlenmiş nitel bir çalışmadır. 2018-2019 öğretim yılında, ortaöğretim hazırlık, 9, 10, 11 ve 12. sınıfta kullanılan İngilizce öğrenci kitabı, çalışma kitabı ve öğretmen kılavuz kitaplarında bulunan metinler, okuma, yazma, konuşma ve dinleme alanlarına göre, ilgili kitaplardaki görselleri de kapsayacak şekilde incelenmiştir. Belirlenen ders kitaplarında yer alan çokkültürlülük öğelerinin analizinde, nitel veri analiz tekniklerinden betimsel analiz tekniği kullanılmıştır. Avrupa Dilleri Ortak Çerçeve Programı, Kullanıcı/Öğrenen Yetileri bölümünde ele alınan sosyokültürel bilgi başlığı altındaki maddeler, çokkültürlülüğü belirleyici ölçütler olarak temel alınmıştır. Araştırmadan elde edilen bulgulara göre, incelenen kitaplarda en fazla değerler, inanışlar ve tutumlar kategorisi, en az kişiler arası ilişkiler kategorisine yönelik öğelere yer verilmiştir. Çokkültürlülük öğelerine, en fazla "Progress Preparatory Class" öğrenci ve çalışma kitaplarında, en az ise "Count Me In 12. Grade" öğrenci ve çalışma kitaplarında yer verilmiştir. Sonuç olarak, ders kitaplarında kültürel öğelerin dağılımında nitelik ve nicelik bakımından dengesizlik olduğu ve bulguların ortaöğretim yabancı dil öğretim programlarının hedefleri ve çokkültürlülüğün temel ilkeleri ile uyuşmadığı söylenebilir.

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Multicultural education in Turkey: An analysis of 1st-5th grades curriculum objectives

Cited by 10 publications

References 9 publications

Teachers’ Views about Multicultural Instruction in Social Studies Course

Teachers’ Views about Multicultural Instruction in Social Studies Course

Trends in Multicultural Education Research: A Five-Year Content Analysis of Turkish and ERIC Databases

Investigation of the English Books in Secondary Education Within the Context of Multiculturalism

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