Infusing Global Perspectives in Social Studies Education in Turkey: Pre-service Social Studies Teachers

Günel, Elvan

doi:10.17569/tojqi.21319

Cited by 10 publications

(6 citation statements)

References 14 publications

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“…On the other hand, a significant group of participants argued that globalization is related to concepts such as imperialism and hegemony. A similar tendency has been noted in previous studies (Gaudelli, 2003;Myers, 2006;Günel & Pehlivan, 2016). Recent studies have stated that there has been a reaction against globalization for different reasons (Frieden, Anadolu University Journal of Education Faculty (AUJEF), 7(1), 84-110 Walter, 2021).…”

Section: Discussion Conclusion and Suggestionssupporting

confidence: 84%

“…Integration of globalization into teacher education is a relatively recent development. Although a course related to globalization did not directly take place in the teacher education undergraduate curriculum until 2018, studies examining pre-service teachers' global education knowledge, skills, and values (Kaymakçı, 2012;Günel & Pehlivan, 2016) started roughly after the 2010s. Kaymakçı (2012) revealed that the teacher education undergraduate curriculum, which began in 2006, includes courses related to global education but reflects the themes of global education in a limited way.…”

Section: Turkish Social Studies Context and Global Educationmentioning

confidence: 99%

“…The same study indicates that pre-service teachers characterized global education as harmful, uncertain, and contrary to national values. According to Günel and Pehlivan (2016), pre-service teachers do not conceive of themselves as global citizens. The research results show that the candidates perceive global citizenship as abandoning national feelings.…”

Section: Turkish Social Studies Context and Global Educationmentioning

confidence: 99%

See 2 more Smart Citations

Evaluating Stakeholders Curricular Needs: Global Literacy in Social Studies Teacher Education

Öztürk

Akıncı

2023

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

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This study aims to evaluate the curriculum of the Globalization and Society course under the Social Studies Teacher Education Program. We attempted to determine the educational needs of the various curriculum stakeholders and the extent to which the relevant course met these needs. For this purpose, we aimed to reveal how effectively the globalization and society curriculum addresses stakeholders' needs regarding antecedents, transactions, and outcomes. We chose the research design (singular case study) because we evaluated the curriculum as a single case. We also used Stake's Responsive Evaluation Model during the curriculum evaluation process. We conducted structured and semi-structured interviews with curriculum stakeholders such as social studies teachers, pre-service teachers, course instructors, and a curriculum expert. The findings indicate that curriculum stakeholders have different perspectives and expectations regarding the course's objectives and contents. However, these objectives and contents needed to be better integrated into teacher education and social studies teaching. This case may indicate that social studies teaching handles globalization in a limited way.

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Section: Discussion Conclusion and Suggestionssupporting

confidence: 84%

Section: Turkish Social Studies Context and Global Educationmentioning

confidence: 99%

Section: Turkish Social Studies Context and Global Educationmentioning

confidence: 99%

See 1 more Smart Citation

Evaluating Stakeholders Curricular Needs: Global Literacy in Social Studies Teacher Education

Öztürk

Akıncı

2023

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

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“…When looking at the contents of this study, global awareness, training and implementation for student teacher candidates and teachers ' perceptions of and attitudes studies as an example ; Özkan, (2006), Kan, (2009), Öztürk, (2014), Öztürk andGünel, (2016), Körükçü, (2015), Bozkurt and Yaşar (2016) can be shown by studies. Examples include works by Açıkalın, (2010Açıkalın, ( ), Çolak, (2015, Öcal and Yakar, (2015) and Günel, (2016). In addition, there are a small number of applied studies conducted by Egüz, (2017) and Başarır, (2018) on the teaching of themes within the scope of global awareness education.…”

Section: Results and Suggestionmentioning

confidence: 99%

A Critical Approach to Geography Curriculum in Terms of Global Awareness Attainments

Türk¹,

Atasoy²

2020

Review of International Geographical Education Online

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The world has experienced in recent years, a number of factors such as the intensification of international relations, the acceleration of technological developments and the presence of transboundary problems have led to increased scientific interest in global issues. In this context, the aim of the study is to evaluate the geography course curriculum in Turkey in terms of global awareness education. In this study, a document review was conducted, one of the qualitative research designed. The obtained results were analyzed using descriptive analysis and content analysis. Within the scope of the study, overarching themes frequently highlighted and highlighted by researchers were identified from the topics derived from global awareness field literature. Geography course curriculum is evaluated within the scope of these themes. In general, it is seen that the issues related to global awareness are significantly involved in all aspects of the program, including its basic philosophy, general goals and achievements. When we look at the size of the attainments that are the application area of the program in detail, it is seen that there is no balanced distribution between the global themes highlighted in the attainments and that these are not designed to give individuals full global awareness. Therefore, it is necessary to develop a systematic global awareness learning area by using the relevant field writing while designing the geography course curriculum program. In addition, in order for students to understand the world from a holistic perspective, the program should include more themes for developing a global perspective.

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“…In conclusion, the social studies textbooks in Turkey demonstrate both strengths and limitations in their approach to conceptualizing and teaching global citizenship. Research indicated that social studies textbooks in Turkey (Acikalin, 2010;Arar et al, 2016;Ersoy, 2013;Günel & Pehlivan, 2015;Günel, 2016;Kilinc & Tarman, 2018) as well as in numerous other countries (Evans, 2003;Philippou, 2009;Su, 2007) do not adequately address the concept of global citizenship. The incorporation of global citizenship education into educational materials and curricula is limited without sufficient emphasis on social justice, highlighting a widespread gap in promoting a broader understanding of global issues, intercultural competence, and fostering a sense of responsibility towards the global community.…”

Section: Recommendations and Conclusionmentioning

confidence: 99%

Reconceptualizing Global Citizenship in Turkish Social Studies Textbooks With a Focus on Social Justice

Kilinc,

Eizadirad,

Straub

2024

cie-eci

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This study examines the integration of global perspectives in the social studies textbooks used in Grades 4 to 7 in Turkey using content analysis as a methodology. The analysis focuses on seven mandatory textbooks distributed across the country and the big ideas and themes reinforced as official knowledge promoted by the state. The findings reveal both strengths and weaknesses in the textbooks’ content and approach to teaching about global connections. While the textbooks aim to promote global citizenship, cultural understanding, and economic relationships, they also perpetuate nationalistic perspectives, stereotypes, and biased coverage of various forms of inequality and social injustice. Failure to critically analyze diverse cultures, perpetuation of biased views, negative portrayal of Western culture, and a lack of comprehensive coverage of inequality are some of the arising issues and emerging themes identified. Additionally, the textbooks neglect explicit discussions about equity and social justice and connections to the civic engagement of citizens. These findings promote passive citizenship and underscore the need for greater attention to inclusivity, cultural understanding, and comprehensive coverage of global issues and social justice in social studies education in Turkey and beyond as it relates to international relations.

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Infusing Global Perspectives in Social Studies Education in Turkey: Pre-service Social Studies Teachers

Cited by 10 publications

References 14 publications

Evaluating Stakeholders Curricular Needs: Global Literacy in Social Studies Teacher Education

Evaluating Stakeholders Curricular Needs: Global Literacy in Social Studies Teacher Education

A Critical Approach to Geography Curriculum in Terms of Global Awareness Attainments

Reconceptualizing Global Citizenship in Turkish Social Studies Textbooks With a Focus on Social Justice

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