Evaluation of Human Rights, Citizenship and Democracy Course by Teacher's Vision

Abstract

Human Rights, Citizenship and Democracy Course draws attention to with topics such as human rights, effective citizenship. In terms of content, it has an important place in contemporary education concept. It is thought that the Human Rights, Citizenship and Democracy course will benefit the social structure because of its content and the outputs that can be obtained at the end of the teaching process. The purpose of this research is to examination the opinions of teachers on the fourth class Human Rights, Citizenship and Democracy course. For this purpose, phenomenology from qualitative research methods were used in the study. As a result of the research, it was found that teachers had positive opinions about Human Rights, Citizenship and Democracy lesson. The results obtained include statements that administrators should have support for this course and the course should not be graded.

Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature

“…Setting: All of the literature examined in this study focused on programs that were implemented in formal education settings: two of the programs at the university level [50,64], one at the high school level [65], one at the middle school level [66] and two at the elementary school level [67,68], refer to Figures 18 and 19. Geographically the studies and reports originated mostly in Europe, though there were two in Turkey [66,67] and two others in Norway and Cyprus [65,68]. Two articles focus on programs in the United States [50], with one being a cross-cultural endeavor between universities in the U.S. and Mexico [64].…”

“…The literature also sought to identify the challenges teachers confront when attempting to use curriculum that addresses human rights and global citizenship. Teachers identified challenges in the form of comfort with the topic, knowledge around the subject of human rights, a lack of training in the content area and possible uncomfortable discussions with students [67,68]. It is interesting that the studies in Turkey and Cyprus were not focused on a specific program.…”

“…The programs described typically fell into one of two categories: international/cross-cultural experience to support human rights awareness [50,64] or human rights curricula [65][66][67][68].…”

Evaluation of Human Rights, Civics and Democracy Curriculum through Eisner s Evaluation Framework

“…He also highlighted the number of ancient words used, structure of questions asked and the inadequacy of question-answer method to provide daily life connections regarding essentials of constructivism. Studies that analyzed the curriculum and the course-material regarding teachers' views reached similar findings: teachers complained about the content of the course-material and instruction method; they emphasized inappropriateness of fairy tales regarding daily-life connection, the used vocabulary inside and their weak connection to human rights, democracy or civics concepts (Kaçar & Kaçar, 2016;Toprak & Demir, 2017;Kaymakçı & Akdeniz, 2018;Şahan & Tural, 2018). Ulubey and Gözütok (2015) emphasized importance of diversifying instruction methods -such as using creative drama-and proper arrangement of teaching-learning environments to teach human rights, democracy and citizenship.…”

“…Studies emphasize similar findings; teachers do not feel themselves adequate and competent to teach the concepts about human rights civics or democracy as a separate subject. Besides they believe that they were not informed well and were not guided as it should be, prior to implementation (Kaçar & Kaçar, 2016;Toprak & Demir, 2017;Şahan & Tural, 2018). Even some schools could not get the course material prior to beginning of the academic year.…”