TY  - JOUR
T1  - Hendek,  A. (2019). Supranational religious education policy and its influence: Perspectives from policy actors in Turkey and England. Türkiye Din Eğitimi Araştırmaları Dergisi, 7, 37-60.
TT  - Hendek,  A. (2019). Uluslarüstü din eğitimi politikası ve etkisi: türkiye ve ingiltere'deki politika aktörlerinden perspektifler. Türkiye Din Eğitimi Araştırmaları Dergisi, 7, 37-60.
AU  - Hendek, Abdurrahman
PY  - 2019
DA  - June
JF  - Türkiye Din Eğitimi Araştırmaları Dergisi
JO  - TUDEAR
PB  - Mehmet BAHÇEKAPILI
WT  - DergiPark
SN  - 2149-9845
SP  - 37
EP  - 60
VL  - 0
IS  - 7
LA  - en
AB  - Religiouseducation in state schools in Europe has to be consistent with the human rightsprinciples expressed in the European Convention on Human Rights, and in thecase-law of the European Court of Human Rights. Moreover, in the last twodecades, supranational organisations have published recommendations andguidelines pertaining to religious education in state schools. In thisqualitative research, how policy actors in England and Turkey interpret andperceive supranational religious education policy and its growing influence isanalysed.  In-depth interviews wereconducted with various policy actors (n40) ranging from academics torepresentatives of religious and secular organisations and from teachers tostate officials. The findings suggest that the policy actors interpret andunderstand the supranational religious educationpolicy and its influence differently and contradictorily. What is more, itseems that supranational religious education policy is appropriated and usedselectively by policy actors to promote their desired religious educationmodel. Implications arise from these findings are discussed at the end of thearticle. 
KW  - Religious education
KW  - Supranational religious education policy
KW  - Turkey
KW  - England
KW  - Policy actors
N2  - Avrupa'dakidevlet okullarındaki din eğitimi, Avrupa İnsan Hakları Sözleşmesi'nde ve Avrupaİnsan Hakları Mahkemesi içtihadında belirtilen insan hakları prensiplerineuygun olması gerekmektedir. Dahası, son yirmi yılda uluslarüstü kuruluşlardevlet okullarındaki din eğitimi ile ilgili tavsiyeler ve kılavuzlaryayınlamışlardır. Bu nitel araştırmada, İngiltere ve Türkiye'deki politikaaktörlerinin uluslarüstü din eğitimi politikasını ve artan etkisini nasılyorumladığı ve algıladığı incelenmektedir. Bunun için akademisyenlerden dini veseküler kurum temsilcilerine, öğretmenlerden üst düzey devlet görevlilerinekadar çeşitli politika aktörleri ile (n40) görüşmeler yapılmıştır. Bulgular,politika aktörlerinin uluslarüstü din eğitimi politikasını ve etkisini farklıve çelişkili şekillerde yorumladığını ve anladığını göstermektedir. Bununyanında, politika aktörlerinin uluslararası din eğitimi politikasını kendi dineğitimi politikalarını desteklemek için kullandıkları görülmektedir. Bubulgular sonucu ortaya çıkan hususlar makalenin sonunda tartışılmaktadır. 
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UR  - https://dergipark.org.tr/en/pub/tudear/article/589565
L1  - https://dergipark.org.tr/en/download/article-file/762527
ER  -