Investigating Multicultural Education Phenomena in Minority and Public High Schools in Turkey: A multiple case study

Akinlar, Aylin; Doğan, Süleyman

doi:10.14689/ejer.2017.71.1

Cited by 9 publications

(6 citation statements)

References 2 publications

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“…Numerous studies have been conducted on multicultural education in Turkey in recent years. Upon analyzing the relevant literature, it has been observed that quantitative research designs are frequently used and studies have been conducted on the attitudes and perceptions of the prospective teachers regarding multiculturalism (Akinlar & Dogan, 2017;Basarir, 2012;Basbay & Bektas, 2009;Bulut, 2014;Marangoz, 2014;Yildirim, 2016). In their study, Basarir, Sari and Cetin (2015) have carried out a qualitative study on the perceptions of teachers from different branches towards multicultural education, what multicultural based activities they prefer, and the advantages and disadvantages of multicultural education.…”

Section: Multicultural Education;mentioning

confidence: 99%

How is Multicultural Education Perceived in Elementary Schools in Turkey? A Case Study

Aslan¹

2019

EUROPEAN J ED RES

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This research aims to examine the current situation of multicultural education in elementary schools. Therefore, the views of the classroom teachers on multicultural education have been examined and multicultural education activities have been observed in the classes. Having a case study research method which is considered as one of the qualitative research designs, the study hosts a total of 15 classroom teachers who worked in the province of Elazig during the 2016 and 2017 academic year. The maximum variation sampling method has been used in the research. The research has employed semi-structured interview and observation forms. The research data has been analyzed through content analysis. Research results have revealed that most of the teachers perceive multicultural education as education presented to the individuals with different ethnic identities. Teachers' perceptions towards multicultural education have been identified to be similar in terms of their gender, seniority and educational status. Teachers mostly do student-centred activities related to multicultural education, use drama and case studies in their classes. While practising multicultural education, teachers mostly encounter with student-related problems. The majority of the people have recommended that parents be trained on the relevant subject. Similar results have emerged in the observations made by the researcher. Based on the research findings, several recommendations have been provided. Primary school curricula should be organized taking multicultural education into consideration, and the problems identified by teachers should be eliminated by those concerned.

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Section: Multicultural Education;mentioning

confidence: 99%

How is Multicultural Education Perceived in Elementary Schools in Turkey? A Case Study

Aslan¹

2019

EUROPEAN J ED RES

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“…Özen (2015) showed that the teachers developed a positive attitude towards democracy, multicultural education and diversity. Similarly, Akinlar and Dogan (2017) mention the importance of multicultural education so as to reinforce diversity in education in Turkey. These studies take teachers' views on democracy, multicultural education and diversity which are perceived as positive by the participants.…”

Section: Discussionmentioning

confidence: 99%

Conceptions of Class Teachers on Democracy and Diversity

Üredi

2020

Acta Educationis Generalis

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Introduction: Globalization provided people in once isolated lands with an array of democracy types and international principles. The boosting traditional, conventional, societal, ethnical, and cultural differences in countries all over the world are pushing educational authorities to reexamine their contemporary habits, customs, principles, and practices of citizenship. Examining the assumptions and methods of cultural democracy in education settings is the foundation of critical pedagogy. Thus, a critical multicultural pedagogy is formed on critical views on democracy and diversity by illuminating the transformative nature of citizenship. Accordingly, this study inquires the conceptual grounds of class teachers in a phenomenological tradition in that it investigates the conceptions of these teachers on the concept of diversity and democracy. The data of the study were gathered through a questionnaire, besides semi-structured interview questions designed by the researcher. Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect the required data. 160 class teachers officially working in diverse regions in Turkey voluntarily participated in the study (N=150 for the questionnaire and N=10 for the interview). Related implications to raise the awareness of class teachers on diversity and democracy were presented at the end of the study.Methods: This study searched for the conceptual underpinnings of the class teachers in the phenomenological tradition (Marton, 1981). Just like other methods to utilize philosophical phenomenology to the social sciences (Entwistle, 1997), the interpretative process of phenomenographic research is quite similar to that of grounded theory which refers to a set of systematic inductive methods to practice qualitative research (Richardson, 1999). Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect data.Results: The findings demonstrate that class teachers are open to new perspectives, diverse religions and different genders. Thus, it can be said that a critical perspective was adopted by class teachers. Further, class teachers should be included into curriculum and syllabus design which are solely carried out by policy makers. Otherwise, critical skills of class teachers might be destroyed in the process of education. Thus, primary school curriculums and textbooks need to focus on the importance of democracy and diversity. Policy makers, Ministry of National Education, Turkey and Higher Council of Education need to include critical theory and critical pedagogy into curriculum. Future studies should focus on the views of both novice and professional class teachers. In addition, views regarding democracy and diversity from different cultures need to be examined in future research. Direct democracy, representative democracy, gender diversity, cultural diversity and pluralistic perspectives need to be adopted by related textbook publishers, classroom teaching departments, administrators and policy makers.Discussion: The findings of the study show that the participants developed a positive perspective towards democracy and diversity, although some issues in the context of Turkey are hardly mentioned or criticized (Dodd, 1992). The most important problem in examining democracy and diversity was religion because the participants stated that they respect religion, in their case Islam, because they somewhat would not want to hear church bell in a land of Islam (Bader, 2007). Diversity has been conceptualized as a positive element in the study. Since democracy and diversity are interrelated and interwoven, the participants generally adopted these terms (Banks et al., 2005).Conclusion: The results of the study suggest that the respondents had positive conceptions on individual and cultural diversities. Further, they developed good attitudes towards cultural democracy and they believe in the power of integration through individual differences. Critical pedagogy is an educational theory which aims to form a progressive and democratic culture by means of critical inquiry, which consequently results in valuing and respecting personal and cultural differences. Critical pedagogy perceives teaching as a naturally political event, refuses the neutrality of knowledge, and asserts that matters of social justice and democracy are not recognizable from only educational activities.

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“…Turkey, especially during the European Union membership process, has recognized the importance of multicultural structuring and has started to carry out research studies to enrich the perception of multiculturalism and to solve the problems related to increasing diversities (Akınlar & Doğan, 2017;Aktoprak et al, 2017;Altaş, 2003;Başbay & Bektaş, 2009;Ekici Yaşar, 2017;Güner, 2017;Yazıcı et al, 2009b). The Ministry of National Education (2018) has added learning objectives aiming at intercultural tolerance, transferring own cultural values to others, and being able to recognize the existence of different cultures.…”

Section: Multicultural Education In Turkeymentioning

confidence: 99%

The Effect of Multicultural Education on Preservice Teachers’ Attitude and Efficacy: Testing Bank’s Content Integration Dimension

Akçaoğlu

Arsal

2022

Participatory Educational Research

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The sudden increase in diversity in the public schools has caught teacher preparation institutions unprepared. The situation has led to a need to develop instructional interventions to help pre-service teachers get ready for a new context that they will be facing for the first time. Multicultural education can be of great importance to address the issues related to diversities. In order to create multicultural environments at schools, all the actors of the educational area need skills to better communicate with students from different cultures. One of the most important topics during the teacher training process is equipping the pre-service teachers with the necessary skills, attitudes, and information to teach in multicultural environments. To this end, designing a teacher-training curriculum to raise pre-service teachers' multicultural efficacy levels is essential. In this quasi-experimental study, we investigated the effects of a 10-week multicultural education intervention carried out through Bank’s content integration process. Fifty-two pre-service teachers enrolled at the department of social sciences in a state university in Turkey participated in the study. Findings indicated a statistically significant difference between the pre-test and post-test scores of the pre-service teachers in the experimental group, who attended the 10-week course, in terms of their multicultural attitude and efficacy. It was concluded that the multicultural education intervention, carried out according to Bank's content integration dimension, significantly affected pre-service teachers' multicultural attitude and efficacy

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Investigating Multicultural Education Phenomena in Minority and Public High Schools in Turkey: A multiple case study

Cited by 9 publications

References 2 publications

How is Multicultural Education Perceived in Elementary Schools in Turkey? A Case Study

How is Multicultural Education Perceived in Elementary Schools in Turkey? A Case Study

Conceptions of Class Teachers on Democracy and Diversity

The Effect of Multicultural Education on Preservice Teachers’ Attitude and Efficacy: Testing Bank’s Content Integration Dimension

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