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Çokkültürlü Eğitim ve Öğretim Yeterliğine İlişkin Teorik Bir Çözümleme

Year 2015, Issue: 11, 79 - 102, 23.07.2016

Abstract

Yirminci yüzyılın yılların başlarından bu yana göç hareketleriyle etnik çeşitliliği artan dünya günümüzde küreselleşmekte ve birçok farklılığı içerisinde barındırır hale gelmektedir. Dolayısıyla küreselleşen dünya, öğretmenlerin farklı kültürel geçmişe sahip olan öğrencilerin geçmişlerini ve deneyimlerini göz önünde bulundurarak çokkültürlü ve evrensel bakış açısına sahip olmalarını gerektirmektedir. Özellikle farklı kültürleri içerisinde barındıran toplumlar, farklılıklara sahip öğrenciler arasında içsel bir anlayış oluşturarak öğrencilere çoklu bakış açıları kazandırmak, farklılıklara karşı önyargıları azaltmak ve nihayetinde bireylerin gelişimine katkı sağlayabilmek amacıyla çokkültürlü eğitim uygulamalarına gereksinim duymaktadırlar. Bu gereksinimin sağlanmasında ise öğretmenlerin farklı kültürel geçmişe sahip öğrencileri hakkında bilgisine ve onların öğretimi için gerekli çokkültürlü uygulama becerilerine ihtiyaç duyulmaktadır. Dolayısıyla çokkültürlü eğitim ve öğretmenlerin çokkültürlü öğretim yeterlikleri farklılıkları içerisinde barındıran toplumlar açısından son derece önemlidir. Bu doğrultuda çalışma kapsamında çokkültürlü eğitime ve çokkültürlü öğretim yeterliğine dair teorik bir çerçeve sunulmaktadır

References

  • Asfaw, A. T. (2008). Multicultural education professional development of principals: It’s impact on performances of school leadership (Unpublished doctoral dissertation). Capella University, America.
  • Banks, J. (1995). Multicultural education and curriculum transformation. Journal of Negro Education, 64(4), 390-400.
  • Banks, J. A. (2001). Cultural diversity and education: Foundations, curriculum, and teaching. Boston: Allyn and Bacon.
  • Banks, J.A. (2004). Teaching for social justice, diversity, and citizenship in a global world. The Educational Forum, 68(4), 289-298.
  • Banks, J. A. (2006). Race, culture, and education: The selected works of James A. Banks. London & New York: Routledge.
  • Banks, J. A. (2008). An introduction to multicultural education (4th ed.). Boston: Pearson Education.
  • Banks, J. A. (2009). Multicultural education: Dimensions and paradigms. In J. Banks (Ed.), The Routledge international companion to multicultural education (pp. 3-33). London & New York: Routledge.
  • Banks, J. A., & Banks, C. A. M. (1993). Multicultural education: Characteristics and goals. In J.A. Banks, & C.A. McGee Banks (Eds.), Multicultural Education: Issues and Perspectives (pp. 3-28). Boston: Allyn and Bacon.
  • Banks, J. A., & Banks, C. A. M. (2005). Multicultural education: Issues and perspectives (5th ed.). Hoboken, NJ: Wiley.
  • Banks, J., & Lynch, J. (1986). Multicultural education in Western Europe. In J. Banks (Ed.), Multicultural education in western societies (pp.125-152). New York: Praeger Publishers.
  • Bennet, C. I. (2007). Comprehensive multicultural education: Theory and practice (6 th ed.). Boston: Pearson.
  • Cherry, L. (2002). Multigroup ethnic identity measure with art therapy students: Assessing preservice students after one multicultural self-reflection course. Art Therapy, 19(4), 159-163.
  • Cırık, İ. (2008). Çok kültürlü eğitim ve yansımaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 27-40. http://www.efdergi.hacettepe.edu.tr/200834YLKER%20 CIRIK.pdf adresinden edinilmiştir.
  • Cochran-Smith, M. (1997). Knowledge, skills, and experiences for teaching culturally diverse learners: A perspective for practicing teachers. In J. J. Irvine (Ed.), Critical knowledge for diverse teachers and learners (pp. 27-87). Washington: AACTE Publications.
  • Cockrell, K. S., Placier, P. L., Cockrell, D. H., & Middleton, J. N. (1999). Coming to terms with “diversity” and “multiculturalism” in teacher education: Learning about our students, changing our practice. Teaching and Teacher Education, 15, 351-366. doi: 10.1016/S0742-051X(98)00050-X
  • Çötok, N. A. (2010). Çokkültürlülük, kültürlerarasılık ve entegrasyon tartışmaları bağ- lamında Alman eğitiminde Türk öğrenciler: Bremen örneği (Yayımlanmamış doktora tezi). Sakarya Üniversitesi, Sakarya.
  • Department for Education and Skills, (2014). Professional standards for qualified teacher status and requirements for ınitial teacher training. https://www.education. gov.uk/publications/eOrderingDownload/tda0600.pdf adresinden 11.02.2014 tarihinde erişilmiştir.
  • Gallavan, N. P. (1998). Why aren’t teachers using effective multicultural education practices? Equity & Excellence in Education, 31 (2), 20-27. doi: 10.1080/1066568980310203
  • Gay, G. (1994). A synthesis of scholarship in multicultural education. http://www.ncrel. org/sdrs/areas/issues/educatrs/leadrshp/le0gay.htm adresinden 18.11.2012 tarihinde erişilmiştir.
  • Gay, G. (2002). Culturally responsive teaching in special education for ethnically diverse students: Setting the stage. International Journal of Qualitative Studies in Education, 15(6), 613-629. doi: 10.1080/0951839022000014349
  • Gillborn, D. (2008). Racism an education: Coincidence or conspiracy? London & New York: Routledge.
  • Gollnick, D. M., & Chinn, P. C. (2009). Multicultural education in a pluralistic society (8th ed.). Columbus, OH: Merrill Pearson.
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. Journal of Experimental Education, 62(1), 60-71. doi: 10.1080/00220973.1993.9943831
  • Goodwin, A. (1994). Making the transition from self to other: What do pre-service teachers really think about multicultural education? Journal of Teacher Education, 45(2), 119-131. doi: 10.1177/0022487194045002006
  • Grant, C. A. (1997). Critical knowledge, skills, and experiences for the instruction of culturally diverse students: A perspective for the preparation of preservice teachers. In J. J. Irvine (Ed.), Critical knowledge for diverse teachers and learners (pp.1-26). Washington: AACTE Publications.
  • Grant, C. A., & Gillette, M. (2006). A candid talk to teacher educators about effectively preparing teachers who can teach everyone’s children. Journal of Teacher Education, 57, 292-299. doi: 10.1177/0022487105285894
  • Herring, R.D., & White, L.M. (1995). School counselors, teachers, and the culturally compatible classroom: Partnerships in multicultural education. Journal of Humanistic Education and Development, 34 (2), 52-65.
  • Irvine, J. J., & Armento, B. J. (2001). Culturally responsive teaching: Lesson planning for elementary and middle grades. New York: McGraw Hill.
  • Kurban, D. (2008). Avrupa Birliği’nin anayasal düzeninde azinlik haklari: Açılımlar, firsatlar ve olasılıklar. A. Kaya, & T. Tarhanlı (Ed.), Türkiye’de Çoğunluk ve Azınlık Politikaları (s. 269-287). İstanbul: Tesev Yayınları.
  • Kymlicka, W. (1998). Çokkültürlü yurttaşlık. İstanbul: Ayrıntı Yayınları.
  • Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass Publishers.
  • Lee, J. (2002). Racial and ethnic achievement gap trends: Reversing the progress toward equity? Educational Researcher, 31 (1), 3-12. doi:10.3102/0013189X031001003 Luchtenberg, S. (Ed.). (2004). Migration, education and change. London : Routledge.
  • Manning, M., & Baruth, L. (2004). Multicultural education of children and adolescent (4th ed.). Boston: Pearson.
  • Milner, H. R. (2006). Preservice teachers’ learning about cultural and racial diversity: Implications for urban education. Urban Education, 41, 343-375. doi: 10.1177/0042085906289709
  • NCATE, (2012). Professional standards for the accreditation of teacher preparation institutions. http://www.ncate.org/Standards/NCATEUnitStandards/UnitStandardsinEffect2008/tabid/476/Default.aspx adresinden 15.01.2012 tarihinde eri- şilmiştir.
  • Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press.
  • Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education (5th ed.). Boston: Allyn & Bacon.
  • Nohl, A. (2009). Kültürlerarası pedagoji (Çev: R. Nazlı Somel). İstanbul: İstanbul Bilgi Üniversitesi Yayınları.
  • Paccione, A. (2000). Developing a commitment to multicultural education. Teachers College Record, 102(6), 980-1005.
  • Parekh, B. (2002). Çokkültürlülüğü yeniden düşünmek. Ankara: Phoenix Yayınları.
  • Ponterotto, J. G., Baluch, S., Grieg, T., & Rivera, L. (1998). Development and initial score validation of the teacher multicultural attitude survey. Educational and Psychological Measurement, 58, 1002-1016. doi: 10.1177/0013164498058006009
  • Portera, A. (2008). Intercultural education in Europe: Epistemological and semantic aspects. Intercultural Education, 19(6), 481-491. doi: 10.1080/14675980802568277
  • Spanierman, L. B., Oh, E., Heppner, H., Neville, H. A., Mobley, M., Wright, C. V., Dillon, F. R., & Navarro, R. (2011). The multicultural teaching competency scale: Development and initial validation. Urban Education, 46 (3), 440-464. doi:10.1177/0042085910377442
  • Sue, D. W., Bernier, J. E., Durran, A., Feinberg, L., Pedersen, P., Smith, E. J. ve VasguezNuttall, E. (1982). Position paper: Cross-cultural counseling competencies. The Counseling Psychologist, 10, 45-52. doi:10.1177/0011000082102008
  • Taylor, G. M., & Quintana, S. M. (2003). Teachers’ multicultural competencies (K-12). In D. B. Pope-Davis, H. L. K. Coleman, W. M. Liu, & R. L. Toporek (Eds.), Handbook of multicultural competencies in counseling and psychology (pp. 511-527). Thousand Oaks, CA: Sage.
  • Townsend, B. L. (2002). Leave no teacher behind: A bold proposal for teacher education. International Journal of Qualitative Studies in Education, 15, 727-738. doi: 10.1080/0951839022000014402
  • Training and Developmental Agency for Schools, (2007). Professional standarts for teachers. London: Author.
  • Washington, E. D. (2003). The multicultural competence of teachers and the challenge of academic achievement. In D. B. Pope-Davis, H. L. K. Coleman, W. M. Liu, & R. L. Toporek (Eds.), Handbook of multicultural competencies in counseling and psychology (pp. 495-510). Thousand Oaks, CA: Sage.
  • Wehlage, G. G., Rutter, R. A., Smith, G. A., Lesko, N., & Fernandez, R. R. (1989). Reducing the risk: Schools as communities of support. Philadelphia: Falmer Press.
  • Weisman, E. M., & Garza, S. A. (2002). Preservice teacher attitudes toward diversity: Can one class make a difference. Equity and Excellence in Education, 35 (1), 28-34. doi:10.1080/713845246
  • Yao, Y., Buchanan, D. L., & Brown, A. P. (2009). Different drummers: International perspectives on multicultural education. International Journal of Multicultural Education, 11(2), 1-18.
  • Yazıcı, S., Başol, G., & Toprak, G. (2009). Öğretmenlerin çokkültürlü eğitim tutumları: Bir güvenirlik ve geçerlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37, 229-242. http://www.efdergi.hacettepe.edu.tr/200937SEDAT%20 YAZICI.pdf adresinden edinilmiştir.

A Theoritical Analysis Regarding Multicultural Education and Multicultural Teaching Competency

Year 2015, Issue: 11, 79 - 102, 23.07.2016

Abstract

The world becomes to increase its ethnic diversity with migration movements, has globalized and sheltered to different diversities recently. Thus, globalized world requires teachers to have multicultural and universal perspectives by means of considering the students who have various cultural background. Especially, societies having different cultures in itself have to implement multicultural education practices in order to gain multiple perspectives for the students, decrease prejudice against diversities and contribute to self development of individuals at the end by means of constructing their inner perception. To ensure this demand, it is necessary that teachers have knowledge about their students who are from different cultural background and have multicultural practical skills for teaching. Thus, multicultural education and teachers’s multicultural teaching competency are extremely important in terms of societies hosting differences in itself. Accordingly, a theoritical framework regarding multicultural education and multicultural teaching competency have presented in the scope of this work

References

  • Asfaw, A. T. (2008). Multicultural education professional development of principals: It’s impact on performances of school leadership (Unpublished doctoral dissertation). Capella University, America.
  • Banks, J. (1995). Multicultural education and curriculum transformation. Journal of Negro Education, 64(4), 390-400.
  • Banks, J. A. (2001). Cultural diversity and education: Foundations, curriculum, and teaching. Boston: Allyn and Bacon.
  • Banks, J.A. (2004). Teaching for social justice, diversity, and citizenship in a global world. The Educational Forum, 68(4), 289-298.
  • Banks, J. A. (2006). Race, culture, and education: The selected works of James A. Banks. London & New York: Routledge.
  • Banks, J. A. (2008). An introduction to multicultural education (4th ed.). Boston: Pearson Education.
  • Banks, J. A. (2009). Multicultural education: Dimensions and paradigms. In J. Banks (Ed.), The Routledge international companion to multicultural education (pp. 3-33). London & New York: Routledge.
  • Banks, J. A., & Banks, C. A. M. (1993). Multicultural education: Characteristics and goals. In J.A. Banks, & C.A. McGee Banks (Eds.), Multicultural Education: Issues and Perspectives (pp. 3-28). Boston: Allyn and Bacon.
  • Banks, J. A., & Banks, C. A. M. (2005). Multicultural education: Issues and perspectives (5th ed.). Hoboken, NJ: Wiley.
  • Banks, J., & Lynch, J. (1986). Multicultural education in Western Europe. In J. Banks (Ed.), Multicultural education in western societies (pp.125-152). New York: Praeger Publishers.
  • Bennet, C. I. (2007). Comprehensive multicultural education: Theory and practice (6 th ed.). Boston: Pearson.
  • Cherry, L. (2002). Multigroup ethnic identity measure with art therapy students: Assessing preservice students after one multicultural self-reflection course. Art Therapy, 19(4), 159-163.
  • Cırık, İ. (2008). Çok kültürlü eğitim ve yansımaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 27-40. http://www.efdergi.hacettepe.edu.tr/200834YLKER%20 CIRIK.pdf adresinden edinilmiştir.
  • Cochran-Smith, M. (1997). Knowledge, skills, and experiences for teaching culturally diverse learners: A perspective for practicing teachers. In J. J. Irvine (Ed.), Critical knowledge for diverse teachers and learners (pp. 27-87). Washington: AACTE Publications.
  • Cockrell, K. S., Placier, P. L., Cockrell, D. H., & Middleton, J. N. (1999). Coming to terms with “diversity” and “multiculturalism” in teacher education: Learning about our students, changing our practice. Teaching and Teacher Education, 15, 351-366. doi: 10.1016/S0742-051X(98)00050-X
  • Çötok, N. A. (2010). Çokkültürlülük, kültürlerarasılık ve entegrasyon tartışmaları bağ- lamında Alman eğitiminde Türk öğrenciler: Bremen örneği (Yayımlanmamış doktora tezi). Sakarya Üniversitesi, Sakarya.
  • Department for Education and Skills, (2014). Professional standards for qualified teacher status and requirements for ınitial teacher training. https://www.education. gov.uk/publications/eOrderingDownload/tda0600.pdf adresinden 11.02.2014 tarihinde erişilmiştir.
  • Gallavan, N. P. (1998). Why aren’t teachers using effective multicultural education practices? Equity & Excellence in Education, 31 (2), 20-27. doi: 10.1080/1066568980310203
  • Gay, G. (1994). A synthesis of scholarship in multicultural education. http://www.ncrel. org/sdrs/areas/issues/educatrs/leadrshp/le0gay.htm adresinden 18.11.2012 tarihinde erişilmiştir.
  • Gay, G. (2002). Culturally responsive teaching in special education for ethnically diverse students: Setting the stage. International Journal of Qualitative Studies in Education, 15(6), 613-629. doi: 10.1080/0951839022000014349
  • Gillborn, D. (2008). Racism an education: Coincidence or conspiracy? London & New York: Routledge.
  • Gollnick, D. M., & Chinn, P. C. (2009). Multicultural education in a pluralistic society (8th ed.). Columbus, OH: Merrill Pearson.
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. Journal of Experimental Education, 62(1), 60-71. doi: 10.1080/00220973.1993.9943831
  • Goodwin, A. (1994). Making the transition from self to other: What do pre-service teachers really think about multicultural education? Journal of Teacher Education, 45(2), 119-131. doi: 10.1177/0022487194045002006
  • Grant, C. A. (1997). Critical knowledge, skills, and experiences for the instruction of culturally diverse students: A perspective for the preparation of preservice teachers. In J. J. Irvine (Ed.), Critical knowledge for diverse teachers and learners (pp.1-26). Washington: AACTE Publications.
  • Grant, C. A., & Gillette, M. (2006). A candid talk to teacher educators about effectively preparing teachers who can teach everyone’s children. Journal of Teacher Education, 57, 292-299. doi: 10.1177/0022487105285894
  • Herring, R.D., & White, L.M. (1995). School counselors, teachers, and the culturally compatible classroom: Partnerships in multicultural education. Journal of Humanistic Education and Development, 34 (2), 52-65.
  • Irvine, J. J., & Armento, B. J. (2001). Culturally responsive teaching: Lesson planning for elementary and middle grades. New York: McGraw Hill.
  • Kurban, D. (2008). Avrupa Birliği’nin anayasal düzeninde azinlik haklari: Açılımlar, firsatlar ve olasılıklar. A. Kaya, & T. Tarhanlı (Ed.), Türkiye’de Çoğunluk ve Azınlık Politikaları (s. 269-287). İstanbul: Tesev Yayınları.
  • Kymlicka, W. (1998). Çokkültürlü yurttaşlık. İstanbul: Ayrıntı Yayınları.
  • Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass Publishers.
  • Lee, J. (2002). Racial and ethnic achievement gap trends: Reversing the progress toward equity? Educational Researcher, 31 (1), 3-12. doi:10.3102/0013189X031001003 Luchtenberg, S. (Ed.). (2004). Migration, education and change. London : Routledge.
  • Manning, M., & Baruth, L. (2004). Multicultural education of children and adolescent (4th ed.). Boston: Pearson.
  • Milner, H. R. (2006). Preservice teachers’ learning about cultural and racial diversity: Implications for urban education. Urban Education, 41, 343-375. doi: 10.1177/0042085906289709
  • NCATE, (2012). Professional standards for the accreditation of teacher preparation institutions. http://www.ncate.org/Standards/NCATEUnitStandards/UnitStandardsinEffect2008/tabid/476/Default.aspx adresinden 15.01.2012 tarihinde eri- şilmiştir.
  • Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press.
  • Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education (5th ed.). Boston: Allyn & Bacon.
  • Nohl, A. (2009). Kültürlerarası pedagoji (Çev: R. Nazlı Somel). İstanbul: İstanbul Bilgi Üniversitesi Yayınları.
  • Paccione, A. (2000). Developing a commitment to multicultural education. Teachers College Record, 102(6), 980-1005.
  • Parekh, B. (2002). Çokkültürlülüğü yeniden düşünmek. Ankara: Phoenix Yayınları.
  • Ponterotto, J. G., Baluch, S., Grieg, T., & Rivera, L. (1998). Development and initial score validation of the teacher multicultural attitude survey. Educational and Psychological Measurement, 58, 1002-1016. doi: 10.1177/0013164498058006009
  • Portera, A. (2008). Intercultural education in Europe: Epistemological and semantic aspects. Intercultural Education, 19(6), 481-491. doi: 10.1080/14675980802568277
  • Spanierman, L. B., Oh, E., Heppner, H., Neville, H. A., Mobley, M., Wright, C. V., Dillon, F. R., & Navarro, R. (2011). The multicultural teaching competency scale: Development and initial validation. Urban Education, 46 (3), 440-464. doi:10.1177/0042085910377442
  • Sue, D. W., Bernier, J. E., Durran, A., Feinberg, L., Pedersen, P., Smith, E. J. ve VasguezNuttall, E. (1982). Position paper: Cross-cultural counseling competencies. The Counseling Psychologist, 10, 45-52. doi:10.1177/0011000082102008
  • Taylor, G. M., & Quintana, S. M. (2003). Teachers’ multicultural competencies (K-12). In D. B. Pope-Davis, H. L. K. Coleman, W. M. Liu, & R. L. Toporek (Eds.), Handbook of multicultural competencies in counseling and psychology (pp. 511-527). Thousand Oaks, CA: Sage.
  • Townsend, B. L. (2002). Leave no teacher behind: A bold proposal for teacher education. International Journal of Qualitative Studies in Education, 15, 727-738. doi: 10.1080/0951839022000014402
  • Training and Developmental Agency for Schools, (2007). Professional standarts for teachers. London: Author.
  • Washington, E. D. (2003). The multicultural competence of teachers and the challenge of academic achievement. In D. B. Pope-Davis, H. L. K. Coleman, W. M. Liu, & R. L. Toporek (Eds.), Handbook of multicultural competencies in counseling and psychology (pp. 495-510). Thousand Oaks, CA: Sage.
  • Wehlage, G. G., Rutter, R. A., Smith, G. A., Lesko, N., & Fernandez, R. R. (1989). Reducing the risk: Schools as communities of support. Philadelphia: Falmer Press.
  • Weisman, E. M., & Garza, S. A. (2002). Preservice teacher attitudes toward diversity: Can one class make a difference. Equity and Excellence in Education, 35 (1), 28-34. doi:10.1080/713845246
  • Yao, Y., Buchanan, D. L., & Brown, A. P. (2009). Different drummers: International perspectives on multicultural education. International Journal of Multicultural Education, 11(2), 1-18.
  • Yazıcı, S., Başol, G., & Toprak, G. (2009). Öğretmenlerin çokkültürlü eğitim tutumları: Bir güvenirlik ve geçerlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37, 229-242. http://www.efdergi.hacettepe.edu.tr/200937SEDAT%20 YAZICI.pdf adresinden edinilmiştir.
There are 52 citations in total.

Details

Other ID JA56ZR27GB
Journal Section Articles
Authors

Gökhan Kılıçoğlu This is me

Publication Date July 23, 2016
Submission Date July 23, 2016
Published in Issue Year 2015 Issue: 11

Cite

APA Kılıçoğlu, G. (2016). Çokkültürlü Eğitim ve Öğretim Yeterliğine İlişkin Teorik Bir Çözümleme. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama(11), 79-102.