A Social Justice-Oriented Analysis of Refugee Children’s Educational Experiences in Turkey

Kilinc, Sultan; Karslı-Çalamak, Elif

doi:10.1007/978-3-031-08208-5_7

Cited by 2 publications

(2 citation statements)

References 21 publications

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“…The teaching and learning of mathematics are central to education for all children, including refugee children, because of the role mathematics plays in educational aspirations and career trajectories, as well as its broader impact on political issues, social class, welfare, economics, culture, and, eventually, in “building a democratic society” (D’Ambrosio, 2003, p. 235). Historical capacities of Turkey’s national educational system—in which monocultural and monolingual ways of being and doing in school contexts are promoted—and the vulnerable state of the educational system, situated within social, political, and economic instabilities, put refugee students’ education at risk (Kilinc & Karsli-Calamak, in press). Overall, we draw attention to the significance of developing ways to learn from and with refugee families in addressing the needs of refugee children enrolled in national educational systems in host countries such as Turkey.…”

Section: Discussionmentioning

confidence: 99%

Understanding Refugee Families’ Potentials for Supporting Children’s Mathematics Learning

Karslı-Çalamak

Tuna

Allexsaht‐Snider

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: We lack a nuanced understanding of the potentials and needs of multilingual families, particularly those with forced displacement histories, in contributing to children’s mathematics learning. As educators seek to increase refugee students’ access to powerful mathematics learning, an understanding of how refugee families view and participate in their children’s mathematics learning can offer insights for how we might reach the goal of equitable educational access. Purpose/Focus of Study: In the GÖÇ-MAT project, we focused on developing equitable mathematics teaching practices with teachers (K–3) in schools highly populated with refugee children. The research that we present here, drawing on notions of community cultural wealth capital, offers a multifaceted view of how families of young children with refugee status articulated understandings of their roles in children’s mathematics learning. Setting: Our fieldwork took place in four different cities highly populated by people with refugee status in Turkey, the country located at the center of the worldwide trend of mass migration. Participants: We examined data from families (N = 54, mainly from Syria) who participated in the family engagement component of the larger project, carried out through multilingual family mathematics workshops. Research Design: We employed qualitative research methods and conducted two-year-long observations and video recordings in the context of multilingual family mathematics workshops. In the workshops, families, teachers, and researchers engaged in patterns and early algebra activities, as well as in family conversations facilitated through open-ended prompts, mathematics picture books, and educational journey maps. Over two years, we collected data comprising recorded dialogues with families, artifacts produced in the workshops, and video data of families’ mathematical interactions. Findings: Our analysis yielded two key understandings: (1) Family engagement practices around mathematics set a context to realize the nuanced nature of refugee families’ cultural wealth and efforts for their children’s education; and (2) refugee families’ knowledge of mathematics itself as a discipline and their mathematical capital, which are typically not recognized in school contexts, can serve as resources for mathematics teaching. Conclusions/Recommendations: The findings provide insight for teachers, researchers, and policy makers about how we might engage multilingual children and families with refugee status in powerful ways in mathematics education.

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Section: Discussionmentioning

confidence: 99%

Understanding Refugee Families’ Potentials for Supporting Children’s Mathematics Learning

Karslı-Çalamak

Tuna

Allexsaht‐Snider

2022

Teachers College Record: The Voice of Scholarship in Education

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“…There are many especially vulnerable groups of childrennot least because of this 'between' condition and internal and external conflictsto which research is directed. Refugee children (Kilinc & Karsli-Çalamak, 2022;Sunata & Beyazova, 2022), child laborers (Uyan-Semerci & Erdogan, 2022a), children of Armenian citizen migrants living in Istanbul (mostly made up of irregular migrants), Roma children (Uyan-Semerci & Erdogan, 2022b), children in areas of armed conflicts (Kara & Selçuk, 2020) and politically oppositional childrenall these groups may have limited access to fundamental rights and health (Uyan-Semerci & Erdogan, 2022b) and experience political repression (Maksudyan, 2022a(Maksudyan, , 2022b. Research focusing on these groups is also understood as a basis and demand for political measures and as a criticism of current insufficient implementation of legal regulations (Sen & Selin, 2022).…”

Section: Children and Youth In A 'Between' Societymentioning

confidence: 99%

Türkiye – Negotiating More Adulthood in an ‘In-between’ Country

Türkyilmaz

2023

The Emerald Handbook of Childhood and Youth in Asian Societies

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This contribution focuses on the transition from childhood to teenage years to gain insights into intergenerational relations in T ürkiye. At this transition, relations between the age groupsmaturing children and responsible adultsare partly renegotiated. Scopes of action, areas of responsibility, the right to have a say are being redefined, or at least contested. What becomes the subject of negotiation? How are the negotiations conducted? What are the successes and failures of negotiations? The answers give insights into the positions and mutual relations of adolescents and adults. Using focus group data with girls and complementing questionnaire material from teenagers in T ürkiye, we illuminate some challenges related to the age transition from the adolescents' perspective. The results show that the girlsin accordance with their peers and against the resistance of their parentstry to implement their idea that growing up means to become more equal and independent. From the parents' side, responsibility and maturityparticularly regarding (increasing) household and school obligationsemerged as the most dominant expectations toward the teenagers. Our findings suggest that this strong 'responsibilization' demanded by the parents and the girls' (albeit somewhat grudgingly achieved) ability to meet this expectation ensured girls' subordination within the intergenerational relationsa subordination that is thus upheld beyond childhood. We conclude that the particular contradictions the teenagers are confronted with when coming of age are increased by T ürkiye's status as a society between the East and the West that cannot be considered wholly collectivist anymore.

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A Social Justice-Oriented Analysis of Refugee Children’s Educational Experiences in Turkey

Cited by 2 publications

References 21 publications

Understanding Refugee Families’ Potentials for Supporting Children’s Mathematics Learning

Understanding Refugee Families’ Potentials for Supporting Children’s Mathematics Learning

Türkiye – Negotiating More Adulthood in an ‘In-between’ Country

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