The role of extracurricular activities in active citizenship education

Etkili vatandaşlık ve çatışma çözme becerisi

“…Alanyazında etkin vatandaşlık konusunda öğretmen görüşlerini ve Sosyal Bilgiler dersinde yaşanan sorunları ele alan (Ersoy, 2007;Ersoy, 2014;Kara vd., 2012); etkin vatandaşlığın sınıf içinde öğretimini ortaya koyan ve öneri getiren (Akar, 2016;Hablemitoğlu ve Özmete, 2012;Keser, Akar ve Yıldırım, 2011;Sharma, 2015;Smith ve Graham, 2014); sivil toplum kuruluşları bağlamında etkin vatandaşlığı inceleyen (Çakmaklı, 2015;Edwards vd., 2015) çalışmalar bulunmaktadır. Çatışma çözme sürecini ise genellikle alanyazında deneysel yöntemlerle ele alan çalışmalar (Mutlu ve Serin, 2012;Gündoğdu, 2009;Gürdoğan Bayır, 2015;Türnük vd., 2009, Erem, 2008Sünbül, 2008;Zengin, 2008, Sarı, 2005Burnes, 2007;Catterall, 2007;Mayorga, 2005;Warner, 2005) bulunmaktadır.…”

Students as Change Agents in the Community: Developing Active Citizenship at Schools

“…In the late 1990s, Copenhagen Criteria fostered the developments in citizenship education by a distinct emphasis on the establishment and the maintenance of democracy, law, human rights, and respect for minorities (Keser et al, 2011). Therefore, the emphasis has shifted from raising good citizens to equipping students with participation, collaboration, reflection, and critical thinking skills in the modern schooling system.…”

“…However, many studies still point out the need for the improvement of the textbooks and the curriculum to become compatible with the notion of "democratic and active" citizenship (e.g., Akşit, 2009;Başaran, 2007;Çayır, 2002Çayır & Bağlı, 2011;Er, Ünal, & Özmen, 2013;İnce, 2012;Karaman-Kepenekci, 2005;Keleş & Tonga, 2014;Tonga & Uslu, 2015;Ülger, 2013;Ünal, 2012). Similarly, a number of studies addressed the need for the improvement of student outcomes (e.g., knowledge, skills, and attitudes) in relation to democratic citizenship and human rights (e.g., Akengin, 2008;Bağlı, 2013;Dolmacı & Kuşat, 2015;Keser et al, 2011;Sadık & Sarı, 2012) and others stressed the need for the improvement of teaching democratic citizenship and human rights by improving knowledge, skills and attitudes of teachers and teacher candidates (e.g., Doğanay, Çuhadar, & Sarı, 2007;Ersoy, 2012aErsoy, , 2014Gündoğdu, 2011;Memişoğlu, 2014). It is not surprising that there are such pitfalls in democracy and human rights education in Turkey considering the general trend in the country that Turkish democracy has been categorized as a hybrid democracy.…”

“…Citizenship education has been offered in Turkey since the Proclamation of Republic in 1923 (Keser, Akar, & Yıldırım, 2011). During the single party period , the multiparty period , and the military intervention period , citizenship education mostly focused on teaching duties and responsibilities such as taxation, military service, sacrificing the self for the country, patriotism and rights such as liberty, equality, and freedom of movement (Caymaz, 2008;İnce, 2012).…”

“…The Ministry of National Education (MoNE) has decided to integrate the citizenship and human rights themes into the other courses rather than offering it as a separate course. Hence, a more holistic approach was followed for the Citizenship and Human Rights education since the curricula of other courses such as mathematics, Turkish, science and technology involved elements from Citizenship and Human Rights education (Keser et al, 2011).…”