Right to Education: Challenges and Issues Under the Justice and Development Party Era

Oğurlu, Üzeyir; Avincan, Koksal

doi:10.1007/978-3-030-57476-5_14

Cited by 4 publications

(2 citation statements)

References 12 publications

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“…For this reason, people have always been in search of security where they do not feel safe. Those who had to migrate to other countries after 2016 due to the unlawful practices and human rights violations in Turkey have also been an example of security motivated immigration (Ogurlu & Avincan, 2020). Since this date, there has been a serious brain drain to many countries, especially to Germany (Efe, 2018).…”

Section: Discussionmentioning

confidence: 99%

An “Intellectual” Migration: Educational Backgrounds, Purposes, And Needs

Arslan¹

2023

AM J QUALITATIVE RES

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<i>The purpose of this research is to determine the educational status, problems, goals, and expectations of an educated Turkish migrant group who had to migrate to Germany after 2016 due to some political pressure. The process of data collection was carried out between the months of January and September 2021. As a qualitative data collection tool, a semi-structured interview form was applied. After the literature review, open-ended questions were prepared in the interview form in order to determine the views of the participants. The target group of the study consists of 25 interviewees who migrated from Turkey to Germany after 2016. All the participants were selected among the ones who wanted to involve voluntarily in the research, and their identities were kept anonymous. For the timing of the interviews, a convenient time was agreed upon with the participants. Due to the pandemic, the participants were interviewed via e-mail, telephone, or digital media platforms, such as Zoom and Skype. In the research, it was found that participants primarily aimed to work on a job suitable for their education level. Thereupon, they have tried to fulfill the conditions such as language learning and diploma equivalency. While some have achieved their goals, it was seen that the majority of them are making an effort for those purposes. It is anticipated that such studies will contribute to the shaping of immigration policies of the hosting countries.</i>

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Section: Discussionmentioning

confidence: 99%

An “Intellectual” Migration: Educational Backgrounds, Purposes, And Needs

Arslan¹

2023

AM J QUALITATIVE RES

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“…As an example, management area is one of those where respecting core human values and local traditions are important for managers establish codes of conduct for globally ethical business practice (Donaldson, 2016). On the other hand, establishing a consciousness about human rights and values might sometimes be difficult especially in so-called democratic societies (Ogurlu & Avincan, 2020). Human rights theories inherently grant rights to all humankind universally however (Jones, 2018), granting it philosophically might make a difference compared to the situations where the rights are granted politically.…”

Section: A) All Individuals' Values and Rights Must Be Respectedmentioning

confidence: 99%

Citizenship and Human Rights Within the Scope of Values Education

Yigit

2021

J Ethn Cult Stud

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Using a social studies course with an interdisciplinary approach and organizing the program in conjunction with this circumstance means that the social studies curriculum can find its place in the real world because interdisciplinary nature enhances its value. The definition of the National Council on Social Studies in the United States in 1992 is also important in emphasizing how comprehensive this course is. According to this definition, social studies collaborate with different sciences such as anthropology, archeology, history, geography, law, economics, philosophy, political science, religion, psychology, and sociology. In addition to citizenship rights and responsibilities, the topics that include human rights, in general, are covered in the social studies course. In this light, social studies can be viewed as a course in which citizenship rights and obligations are taught to raise individuals who are responsive to human rights. In this context, the four main values, feeling valuable, equality, democratic education, and a culture of coexistence, that can be offered within the framework of citizenship and human rights in social studies courses are discussed below.

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