Investigation of the Relations between Objectives of Turkish Primary School Curriculums and Multiculturalism

Cırık, İlker

doi:10.1016/j.sbspro.2014.01.170

Cited by 9 publications

(9 citation statements)

References 3 publications

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“…The Qur'an specifically mentions that the concept of human diversity was sunnahtullah (Omar et al, 2015). In recent years, it had been seen that multicultural education had a huge amount of education (Cirik, 2014).…”

Section: The Results Of the Research And The Discussionmentioning

confidence: 99%

Learning Content of Islamic Education Based on Multikultural in Senior High School in Bandar Lampung

Pahrudin

Syafril

Sada

2018

ATJPI

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The recent multicultural education is being discussed from the various problems that hinder it. In addition to social problems, multicultural education is also not free from problems in the process and learning content. This study aims to describe how Multicultural Content-Based Islamic Educational Content ?, The research is run using a descriptive-qualitative approach (multi-case multi-site). The data were collected through in-depth interviews to two experts of Islamic education and focus group interviews to four teachers who have had work experience of seven to twenty years. Furthermore, the data were analyzed qualitatively using NVIVO 10.0 software. The results of the research show that the content of Islamic-Based Multicultural Education Learning is: Explaining the concept of aqidah and muamalah, Designing material by applying multicultural and emphasizing on equality principle, Making culture as Content, and Rahmatalillalamin Islam concept.

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Section: The Results Of the Research And The Discussionmentioning

confidence: 99%

Learning Content of Islamic Education Based on Multikultural in Senior High School in Bandar Lampung

Pahrudin

Syafril

Sada

2018

ATJPI

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“…Realizing pluralist consciousness to Muhammadiyah generally has been done by the Muhammadiyah figures through "cultural da'wah" or in an educational institution, it is known as multicultural education. Moreover, Muhamamdiyah University of Kupang has been conducting pluralism in vision and mission university, faculties and departments, and developing into the curriculum through multicultural education [2], [14]. Therefore, Muhammadiyah University of Kupang committed to devolving a lifestyle of pluralism.…”

Section: Introductionmentioning

confidence: 99%

Pluralism Consciousness for Students at Muhammadiyah University of Kupang Through Multicultural Education

Syahrul¹,

Djaha²

2020

Proceedings of the 5th Progressive and Fun Education International Conference (PFEIC 2020)

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The Muhammadiyah University of Kupang (UMK) is famous as a pluralistic institution because this campus has Islamic ideology, but it is dominated by Christian students (75% Christian and 25% Moslem). The pluralism is increasingly strengthened through the vision of a multicultural institution as well as the application of multicultural education. The research was focused on the application of multicultural education to raise the pluralistic consciousness at the Muhamamdiyah University of Kupang. The study used qualitative research and purposive sampling to select subjects, namely Islamic, Protestant, Catholic students, and lecturers. The data was collected through in-depth interviews, observations, and field notes which were analyzed in one circle among data collection, categories, reading, noting, description, classification, interpretation, and visualization. The result of the study shows that implementation of multicultural education in UMK was divided in two approaches, namely (1) wisdom approach which consists of moral, social, and local wisdom carried out outside the class, and (2) the curriculum consists of contributions, additives, transformative approaches and social actions carried out in classes.

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“…These criticisms remind us of the asymmetric power relations and the point that human rights, cultural diversity, justice, and injustice should be considered in the curriculum (Osler, 2015). Australia, Canada and the United States (Alismail, 2016;Muchenje & Heeralal, 2016), Taiwan (Wang & Ho, 2012), China (Jiafang, 2013;Daishu, 2009), Turkey (Cirik, 2014), South Korea (Denis, 2011) and Norway (Sarraj, Bene & Burley, 2015) are trying to help these challenges by strengthening national and local concepts. Localization demands the dissemination, adaptation and growth of the paradigm of knowledge, technology, behavioral norms, cultural and local values in a specific situation and a response to the phenomenon of globalization (Moradipour, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…In the Theory of Birdcage (Moradipour, 2017), traditions and local elements should be placed as the bases in the training principles (Nasrabadi et al, 2013). In the Theory of Fungus China (Jiafang, 2013;Daishu, 2009), Turkey (Cirik, 2014), global knowledge must remove the needs of local people. Finally, according to the Theory of Amoeba Mulla and Adib, 2017), the growth and development of local knowledge depends on the useful use of global knowledge (Qassempour Dehaghani, Jafari, and Liaghatdar, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Schools have roles for the community culture, and in this respect the social studies curriculum has a more important and effective role (Muchenje, F., & Heeralal, 2016). In Turkey, 85 of the 175 goals are related to local goals, including the social studies course (Cirik, 2014). In this regard, the goals of the social studies education program have been determined by the Ministry of Education and Training of Turkey?…”

Section: Introductionmentioning

confidence: 99%

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A Teachers Perception on Localization of Curriculum with Emphasis on Social Studies Lesson

Laeen¹,

Ayati²,

Sani³

et al. 2019

IJHE

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The aim of this study understands teacher perceptions of the localization of curriculum of primary school. on the social Study Lessons. The methodological approach of this study is to investigate phenomenology as a qualitative method. The potential contributors were the native teachers of the Kalat city (Laeenno) in the 1397 which 19 participant were selected.. Data were collected using face-to-face interviews and were analyzed by Glaserian seven phases. Reliability was achieved through three criteria: being acceptable, being trustful and verifiability. The findings show that the current performance of students end up in lack of incentive, leaving school, shallow learning, the inefficiency of current performance of teachers, interruptions in communication, One-way interaction, and the challenges of localization is denial of the cultural diversity of politicians, non-native content (centralized knowledge), Lack of in-service courses, the time challenge, recruiting non-native teachers, the lack of comprehensive studies of sub-cultivated areas, immigration, executive challenge, School space and lack of a template from native syllables, and the consequences of localization for teachers is contentment of teaching, Creating and improving communication and promoting native culture, and the consequences of localizing for students is: protecting from native culture, Creating a motivation to learn and absorb and stay in the classroom and school. Finally, teachers' strategies about localization of Klein’s nine elements in the curriculum of social studies were identified.

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Investigation of the Relations between Objectives of Turkish Primary School Curriculums and Multiculturalism

Cited by 9 publications

References 3 publications

Learning Content of Islamic Education Based on Multikultural in Senior High School in Bandar Lampung

Learning Content of Islamic Education Based on Multikultural in Senior High School in Bandar Lampung

Pluralism Consciousness for Students at Muhammadiyah University of Kupang Through Multicultural Education

A Teachers Perception on Localization of Curriculum with Emphasis on Social Studies Lesson

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