A Study of Oral and Local History on Sportswomen with 5th Grade Students

Abstract

Suggested Citation: Dilek, G. (2016). A study of oral and local history on sportswomen with 5 th grade students.Eurasian Journal of Educational Research, 63, 89-114, http://dx.doi.org/ 10.14689/ejer.2016.63.6 Abstract Problem Statement: Contrary to traditional historiography, which mainly focuses on men's experiences and ignores the women, historiography today includes all people, genders and social groups. Accordingly, school history also needs to regard female actors of the past in order to present a more gender-balanced past that makes visible not only the men's but also the women's experiences. However, objectives on the subjects of women, women's history and gender in the social studies/history curricula in Turkey are very limited. In this sense, teachers need to think about how studies/activities/projects, where women and women's pasts are more visible in environments outside the school, can be conducted considering the skills in the curricula of social studies/history in order to make students aware of women's experiences in the past, empowerment of female students through investigating the pioneer/successful/challenged women in the past and provide gender equality on the educational base. Women's history, which is not sufficiently covered in the curricula and textbooks, could be studied by being integrated with the local and oral history studies. Purpose of the Study:The study aims to show that students could be upskilled in terms of the history discipline in general and women's history and gender education in particular by ensuring they work on the women's history/experiences based on local and oral history approaches taking part in the current social studies curricula in Turkey. Method:The study employs a qualitative research design and the action research method. The study was conducted, having a preparation period of two weeks and also two weeks for application, with 19 students who had just finished the 5 th grade. The students studied the past sportswomen  Assist. Prof. Dr., Sinop University, Faculty of Education, gulcindilek@gmail.com 90Gulcin Dilek of the Sinop Black Sea Sail Club. Video footage of the process, observation notes of the researcher and the opinions of students received in writing constitute the data set of the study. The triangulation method was adopted and the opinions of two expert academicians were asked in order to ensure validity and reliability. The data were analyzed using the descriptive analysis method. Findings and Results:In this study, it was found that even students at relatively young ages (11 years) can be upskilled in studying with historical sources, designing and asking questions, having an awareness of gender, appreciating the pioneer women of the past, having an eagerness for researching the lives of these women and feeling excited in a short time through the well-organized small scale, oral, and local history studies. Conclusion and Recommendations:This study showed that awareness could be raised in both the history discipline and the history of women in s...

Effectiveness of History Teaching Based on Social Constructivist Learning and Development of Historical Thinking Skills

“…Burada, öğrencilerin düğün kültüründe kadının rolünü ve bu rolün değişimini analiz etmeleri ve yerel tarih olarak düğün kültürünü ve kadının toplumdaki rolünü sentezlemeleri ve sorgulamaları amaçlanmıştır. Bu konuyla ilgili benzer bir araştırma yürüten Dilek (2016), sporcu kadınlarla ilgili çalışmasında, öğrencilerin yerel tarih yöntemiyle edindikleri bilgiler sayesinde kadın tarihine ve tarih öğretimine bakış açılarının olumlu yönde geliştiğini tespit etmiştir. Drama yöntemi kullanılarak gerçekleştirilen Kıbrıs'ta hüküm sürmüş liderler isimli etkinlikte ise, öğrencilerin Kıbrıs'ta yer almış farklı yönetimleri analiz etmeleri ve bununla birlikte farklı kültürlerin Kıbrıs'taki varlıklarını sorgulayarak çok kültürlülük fikri çerçevesinde sentezlemeleri amaçlanmıştır.…”

Social Studies Teacher Candidates’ Experiences about Doing Oral History

“…Nitekim Kaplan (2005), Sarı (2007), Kaya (2013), Kabapınar ve İncegül de (2016) sosyal bilgiler eğitiminde sözlü tarih çalışmalarının öğrencilerin tarihsel düşünme becerilerini geliştirmede etkin rol oynadığını ortaya koymuşlardır. Öğrencilerine sözlü tarih araştırmalarıyla kadın tarihi çalıştıran Dilek (2016), bu araştırma sayesinde öğrencilerin konuya olan ilgi ve farkındalıklarının arttığını ileri sürmüştür. Arslan da (2013: 1) aynı zamanda bu tür sözlü tarih çalışmalarının "öğrencilerin tarih derslerine olan sevgisini, ilgisini arttıracağı, toplumsal hoşgörü ve barışa" katkı sağlayacağını ileri sürmüştür.…”

“…Arslan da (2013: 1) aynı zamanda bu tür sözlü tarih çalışmalarının "öğrencilerin tarih derslerine olan sevgisini, ilgisini arttıracağı, toplumsal hoşgörü ve barışa" katkı sağlayacağını ileri sürmüştür. Genel olarak sözlü tarih yönteminin ortaokul ve lise düzeyindeki öğrenciler üzerine olumlu etkisini ortaya koyan çok sayıda araştırmaya da rastlamak mümkündür (Arslan, 2013;Cooper, 2016;Dilek, 2016;Dutt-Doner, Allen & Campanaro, 2016;Hansen, 2014;İncegül, 2010;Kaya 2013;Kabapınar ve Koç, 2013;Kabapınar ve İncegül, 2016;Sarı, 2007). Bununla birlikte sözlü tarih kaynakların sınıflarda etkin kullanılmasına yönelik kütüphane ve üniversite işbirliği ile yürütülen projelere de rastlamak mevcuttur (Boyd, Fernheimer & Dixon, 2015).…”

Prospective Social Studies Teachers’ Evaluations of Their Own Oral History Experiences Related to Turkey’s Recent History

“…Oral history studies contribute to the development of historical thinking skills (Dilek & Alabaş, 2014) and historical awareness in children, enabling them to access new information that is not available in conventional sources, think critically, encounter new perspectives, and acquire research skills (Demircioğlu, 2007). In general, a number of surveys have shown that learning oral history methods positively impacts middle, high school, and university students (Sarı, 2007;Kaya 2013;Arslan, 2013;Kabapınar & İncegül, 2016;Dilek, 2016). Teachers play an important role in using oral history as an effective method at school level.…”