“Öteki”ni Eğitmek: Sığınmacı Öğrencilerin Eğitiminde Sosyal Bilgiler Öğretmeninin Rolüne İlişkin Anlatı Analizi

Abstract

Bu çalışma, sosyal bilgiler öğretmeninin sığınmacı öğrencilerle temaslarını, öğretmenin yeterlilik algılarını ve kültürel olarak çeşitlilik gösteren bir göç toplumunda öğretmen olma deneyimlerini kendi kimliği, kültürel ve sosyal gerçeklikleri ve Türk milli eğitim ideolojisi bağlamında bütüncül bir hikâye ile ortaya koymayı amaçlamaktadır. Araştırma deseni olarak anlatı araştırması tercih edilmiştir. Veri toplamak için yarı yapılandırılmış bir görüşme formu kullanılmış ve öğretmenle dokuz oturum süren görüşmeler yapılmıştır. Verilerin analizinde anlatı analizi kullanılmıştır. Araştırma sonucunda, sosyal bilgiler öğretmenliği lisans eğitiminin ve mesleki hizmet içi eğitim süreçlerinin sınıfta kültürel çeşitliliğe yönelik yeterli içerik ve uygulamalara sahip olmadığı; sığınmacı öğrencilerin tek kültürlü toplum yapısına entegre olmalarının amaçlandığı ve sosyal bilgiler öğretmeninin yaşam deneyimlerinin sığınmacı öğrencilere ilişkin yaklaşımını ve öğretme yeterliliğini şekillendirdiği tespit edilmiştir. Sonuç olarak, Türkiye'deki kültürel yapının göçlerle birlikte çeşitlenmesine rağmen, sosyal bilgiler dersindeki anlayış ve uygulamaların çokkültürlü bir temeli içermekten uzak olduğu görülmektedir.

Keywords

• Sosyal bilgiler eğitimi
• sosyal bilgiler öğretmeni
• sığınmacı öğrenciler
• çok kültürlü eğitim

Educating the “Other”: Narrative Analysis of the Role of the Social Studies Teacher in the Education of Asylum-seeker Students

Abstract

This study aims to reveal the social studies teacher's contacts with asylum-seeking students, the teacher’s perceptions of competence, and experiences of being a teacher in a culturally diversified migration society with a holistic story in the context of her own identity, cultural and social realities, and Turkish national educational ideology. Narrative research was preferred as the research design. A semi-structured interview form was used to collect the data and interviews lasting nine sessions were conducted with the teacher. Narrative analysis was used in the analysis of the data. As a result of the research, it was determined that the undergraduate education of social studies teaching, and vocational in-service training processes did not have sufficient content and practices for cultural diversity in the classroom; it was aimed that asylum-seeker students would integrate into the monocultural society structure and that the social studies teacher's life experiences shaped her approach and teaching competence regarding the asylum-seeker students. As a result, despite the fact that the cultural structure in Turkey diversified with migrations, it is seen that the understanding and practices in social studies course are far from incorporating a multicultural basis.

Keywords

• social studies education
• social studies teacher
• asylum-seeker students
• multicultural education

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