Suriyeli Mülteci Öğrencilerin Sosyo-Kültürel Uyumunda Geçici Eğitim Merkezlerinin Rolü

Year 2023, , 1 - 20, 28.06.2023

Ozlem Erden-basaran

https://doi.org/10.17984/adyuebd.1113518

Cited By: 1

Abstract

2019 yılında kapatılan Geçici Eğitim Merkezleri (GEM'ler), Suriyeli öğrencilerin kesintiye uğrayan eğitimlerine ana dillerinde devam etmelerini ve sosyal uyum ve devlet okullarına geçiş için gerekli Türkçe dil becerilerini yavaş yavaş kazanmalarını sağlamak amacıyla kurulmuştur. Bu nitel çalışma, bu kurumların, özellikle organizasyon yapıları, dil eğitimi ve öğretmen algısının Suriyeli öğrencilerin Türk toplumundaki sosyo-kültürel uyumunu nasıl etkilediğini analiz etmektedir. Bu çalışmanın verileri, bir GEM'deki Suriyeli ve Türk yöneticiler ve öğretmenler ve Suriyeli öğrencilerle yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Toplanan veriler Eleştirel Söylem Analizi kullanılarak analiz edilmiştir. Bulgular, GEM'deki Suriyeli öğrencilerin Türk toplumundan tecrit yaşadıklarını ve bu nedenle sosyal uyumları konusunda endişeli olduklarını göstermektedir. Ancak Suriyeli ve Türk yöneticiler, farklı eğitim ve sosyal gündemler taşıdıkları için Suriyeli öğrencilerle aynı kaygıları paylaşmamaktadır. Öte yandan, Suriyeli ve Türk öğretmenler esas olarak Suriyeli öğrencilerin sosyal kimlik inşası ve eğitim başarıları ile ilgilenmektedir. Bu çalışma, çeşitli sosyal uyum beklentilerine sahip olmanın nedenlerini açıklamakta ve mülteciler için izole edilmiş eğitim kurumlarının mülteci öğrencilerin sosyal uyumları için olumsuz sonuçlar ürettiğini savunmaktadır.

Keywords

Geçici eğitim merkezleri, sosyal uyum, mülteci eğitimi, alternatif eğitim, sosyo-kültürel uyum

The Role of Temporary Education Centers on Syrian Refugee Students' Socio-cultural Adaptation

Abstract

Temporary Education Centers (TECs), which closed in 2019, were established to ensure that Syrian students continue their interrupted education in their native language and slowly acquire the necessary Turkish language skills for social adaptation and transition to public schools. This qualitative study analyzes how these institutions, particularly their organizational structure, language education, and teachers’ perception, affect the socio-cultural adaptation of Syrian students in Turkish society. The data for this study were gathered through semi-structured interviews with Syrian and Turkish administrators and teachers, and Syrian students in a TEC. The collected data was analyzed using Critical Discourse Analysis. The findings indicate that Syrian students in TEC experience isolation from the Turkish community, therefore feel anxious about their social adaptation. Yet, Syrian and Turkish administrators do not share the same concerns with the Syrian students because of carrying different educational and social agendas. On the other hand, Syrian and Turkish teachers are mainly concerned about Syrian students’ social identity construction and educational achievement. This study explains the reasons for having various social adaptation expectations and argues that isolated educational institutions for refugees generate negative results for refugee students’ social adaptation.

Keywords

Temporary education centers, social adaptation, refugee education, alternative education, socio-cultural adaptation

References

• Allen, W., Anderson, B., Van Hear, N., Sumption, M., Düvell, F., Hough, J., ... & Walker, S. (2018). Who counts in crises? The new geopolitics of international migration and refugee governance. Geopolitics, 23(1), 217-243.
• Arnot, M., & H. Pinson (2005). The education of asylum-seeker and refugee children: A study of LEA and school values, policies and practices. Cambridge University Press.
• Aydin, H., & Kaya, Y. (2019). Education for Syrian Refugees: The New Global Issue Facing Teachers and Principals in Turkey. Educational Studies, 55(1), 46–71.
• Aykırı, K. (2017). Sınıf Öğretmenlerinin Sınıflarındaki Suriyeli Öğrencilerin Eğitim Durumlarına İlişkin Görüşleri. [Classroom teachers’ views on the educational status of Syrian students in their classes]. Turkish Journal of Primary Education, 2(1), 44-56.
• Bajaj, M., Argenal, A., & Canlas, M. (2017). Socio-Politically Relevant Pedagogy for Immigrant and Refugee Youth. Equity and Excellence in Education, 50(3), 258–274.
• Balkar, B., Sahin, S., & Babahan, N. I. (2016). Problems confronted by Syrian teachers working at TECs (TECs). (English). Geçici eğitim merkezlerinde (GEM) görev yapan suriyeli öğretmenlerin karşılaştıkları sorunlar. (Turkish), 12(6), 1290–1310.
• Berry, J. W. (2005). Acculturation. In Culture and human development: The importance of cross-cultural research for the social sciences. (pp. 291–302). Psychology Press/Erlbaum (UK) Taylor & Francis.
• Berry, J. W. (2006). Acculturation: A Conceptual Overview. In Marc H. Bornstein & Linda R. Cote (Ed.), Acculturation and parent-child relationships: Measurement and development (1st ed., p. 13–30). Lawrence Erlbaum Associates Publishers.
• Blackwell, D. & Melzak, S. (2000). Far from the battle but still at war: Troubled refugee children in school. Kent: Medial Foundation for the care of The Victims and Torture.
• Buchanan, Z. E., Abu-Rayya, H. M., Kashima, E., Paxton, S. J., & Sam, D. L. (2017). Perceived discrimination, language proficiencies, and adaptation: Comparisons between refugee and non-refugee immigrant youth in Australia. International Journal of Intercultural Relations.
• Carspecken, F. P. (2013). Critical ethnography in educational research: A theoretical and practical guide. Routledge.
• Crul, M., Lelie, F., Biner, Ö., Bunar, N., Keskiner, E., Kokkali, I., Schneider, J., & Shuayb, M. (2019). How the different policies and school systems affect the inclusion of Syrian refugee children in Sweden, Germany, Greece, Lebanon and Turkey. Comparative Migration Studies, 7(1). https://doi.org/10.1186/s40878-018-0110-6
• Çelik, Ç., & İçduygu, A. (2019). Schools and Refugee Children: The Case of Syrians in Turkey. International Migration, 57(2), 253–267.
• Dorman, S. (2014). Educational needs assessments for urban Syrian refugees in Turkey. Yuva Association.
• Dryden-Peterson, S. (2017). Refugee education: Education for an unknowable future. Curriculum Inquiry, 47(1), 14-24.
• Duruel, M. (2016). Suriyeli sığınmacıların eğitim sorunu. Ataturk University Journal of Economics & Administrative Sciences, 30(5), 1399-1414
• Evin, M. (2014). NGOs open special schools for Syrians in Turkey. Retrieved from http://www.al-monitor.com/pulse/ security/2014/01/turkey-special-schools-syrians-refugees.html
• Feinberg, R. C. (2000). Newcomer Schools: Salvation or Segregated Oblivion for Immigrant Students? Theory Into Practice, 39(4), 220
• Georgiou, A. (2020). Examining the linguistic and multicultural practices of refugee children in a primary school in Cyprus: A sociocultural approach to language learning (Doctoral dissertation, UCL (University College London)).
• Glastra, F. J., & Schedler, P. E. (2004). The language of newcomers: developments in Dutch citizenship education. Intercultural Education, 15(1), 45-57.
• Güney, Ü. & Konak, N. (2016). Bolu’da Suriyeli ve Iraklı Sığınmacılar Vatandaşlık ve Kaynak Dağılımı Temelinde Öteki Algısı. Marmara Üniversitesi Siyasal Bilimler Dergisi, 4(2), 113-133
• Ihlamur-Öner, S. G. (2013). Türkiye’nin Suriyeli Mültecilere Yönelik Politikası. Ortadoğu Analiz, 6(61), 42–45. http://www.orsam.org.tr/files/OA/61/11sunaoner.pdf
• Jansen, T., Chioncel, N., & Dekkers, H. (2006). Social cohesion and integration: learning active citizenship. British Journal of Sociology of Education, 27(2), 189-205.
• Karataş, M. (2015). Türk Yazılı Basınında Suriyeli Sığınmacılar İle Halk Arasındaki İlişkinin İncelenmesi. Göç Araştırmaları Dergisi, 1(2), 112-151.
• Kaya, A. (2019). Suriyeli mülteci çocukların eğitimi üzerine Bir araştırma: geçici eğitim Merkezleri Ve müfredatları (Doctoral dissertation, Marmara Universitesi (Turkey)).
• Majeed, S., Burke, C., & Stubbs, T. (2018). Education for refugee and asylum children: Access and equality in England, Scotland and Wales. https://downloads.unicef.org.uk/wp-content/uploads/2018/09/Access-to-Education-report-PDF.pdf?_adal_sd=www.unicef.org.uk.1617365249370&_adal_ca=so%3DGoogle%26me%3Dorganic%26ca%3D(not%2520set)%26co%3D(not%2520set)%26ke%3D(not%2520set).1617365249370&_adal_c
• Matthews, J. (2008). Schooling and Settlement: Refugee Education in Australia. International Studies in Sociology of Education, 18(1), 31-45.
• McCarthy, A. T. (2018). Politics of refugee education: Educational administration of the Syrian refugee crisis in Turkey. Journal of Educational Administration and History, 50(3), 223-238.
• Milli Eğitim Bakanlığı (2016). Suriyeli çocukların eğitimi için yol haritası belirlendi. Retrieved from http://www.meb.gov.tr/suriyeli-cocuklarin-egitimi-icin-yol-haritasi-belirlendi/haber/11750/tr
• Ministry of Interior (2014). Turkey: Law No. 6458 on 2013 of Foreigners and International Protection [Turkey], 4 April 2013, available at http://www.refworld.org/docid/5167fbb20.html [accessed 26 November 2015]
• Ministry of National Education- Primary Education General Directorate (2013). Educational and instructional services to Syrian nationals in our country protected by temporary protection [Ülkemizde Geçici Koruma Altında Bulunan Suriye Vatandaşlarına Yonelik Egitim Ogretim Hizmetleri], 26 September 2013, available at http://www.memurlar.net/common/news/documents/416126/26092013-2693370.pdf [accessed 26 November 2015]
• Özden, S. (2013). Syrian refugees in Turkey [Review of Syrian refugees in Turkey]. In European University Institute. Migration Policy Centre. https://cadmus.eui.eu/handle/1814/29455
• Refugee and Education (2017). Retrieved from https://www.onderwijsraad.nl/english/publications/2017/refugees-and-education/item7542 (January 31)
• Riessman, C. K. (2008). Narrative methods for the human sciences. Sage.
• Rutter, J. (2006). Refugee children in the UK. Maidenhead: Open University Press.
• Rutter, J., & Jones, C. (1998). Refugee Education: Mapping the Field. Stylus Publishing, 22883 Quicksilver Dr., Sterling, VA 20166-2012.
• Ryan, D., Dooley, B., & Benson, C. (2008). Theoretical perspectives on post-migration adaptation and psychological well-being among refugees: Towards a resource-based model. Journal of Refugee Studies, 21(1), 1–18.
• Şafak-Ayvazoğlu, A., Kunuroglu, F., & Yağmur, K. (2021). Psychological and socio-cultural adaptation of Syrian refugees in Turkey. International Journal of Intercultural Relations, 80(September 2020), 99–111.