Abstract
In this age, which is characterized as the age of migration, education systems need to focus on overcoming socio-economic inequalities and taking advantage of the opportunities that cultural diversity brings to schools and classrooms at the same time. In order to optimize the opportunities that multiculturalism offers, it is crucial to ensure well-managed, in-class processes. In order for teachers to appreciate multiculturalism and benefit from the opportunities that it will provide, they must receive appropriate professional support and training. In this context, it has been considered important to determine how the forced migration-oriented multiculturalism experienced in Türkiye in the last decades affects teacher training education programs.
Although significant efforts have been made in educational policies in Türkiye, it is evident that the desired level of creating multicultural learning environments has not been attained. It is also possible to monitor this situation through teacher education programs. This research has been conducted using document analysis method. The data was obtained from the course content web pages of universities that ranked in the top 10 in the URAP 2022-2023 national and international rankings, as well as from the course contents offered by higher education institutions in Türkiye. As a result, it has been determined that the number of courses addressing migration in Türkiye is insufficient in accordance with the need. Furthermore, it has been observed that the topic of migration is only addressed at the course level but is not integrated as a fundamental component in programs.
References
- Banks, J. A. (1993). Multicultural education: Historical development, dimensions and practice. Review of Research in Education, 19, 3–49. https://doi.org/10.2307/1167339
- Başbay, A., & Bektaş, Y. (2009). Instructional environment and teacher competences in the context of multiculturalism. Education and Science, 34(152).
- Canatan, K. (2009). Multiculturalism in European societies: A sociological approach. The Journal of International Social Research, 1(6).
- Fox, W., & Gay, G. (1995). Integrating multicultural and curriculum principles in teacher education. Peabody Journal of Education, 70(3), 64–82. https://doi.org/10.1080/01619569509538835
- Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003
- Güvenç, B. (2015). Kültürün ABC’si. YKY Publising.
- International Organization for Migration (IOM). (2024). World Migration Report 2024. Geneva: IOM.
- Krippendorff, K. (2019). The changing landscape of content analysis: Reflections on social construction of reality and beyond. Communication & Society, 47(1). Retrieved from https://repository.upenn.edu/ asc_papers/604
- Love, P. (2013). Document analysis. In Research in the college context: Approaches and methods (pp.99- 112.) Routledge.
- Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber. (S. Turan, Trans.; 3rd revised.). Nobel Yayın Dağıtım.
- National Association for Multicultural Education. (n.d.). About NAME. Retrieved May 20, 2024, from https://www.nameorg.org/learn/
- Nieto & Bode (2013). Affirming diversity: The sociopolitical context of multicultural education. Longman Press.
- OECD, (2013). Education today 2013: The OECD Perspective. OECD Publishing.
- Sinagatullin, I. M. (2003). Constructing multicultural education in a diverse society. Scarecrow Press.
- Todd, R., & Smith, J. (2019). Multicultural teacher education matters. The Journal of the Research Association of Minority Professors, 20(1). Retrieved from https://digitalcommons.pvamu.edu/jramp/vol20/iss1/1
- UNESCO. (2019). Global education monitoring report, 2019: Migration, displacement and education: building bridges, not walls.
- UNHCR Education Report 2023 – Unlocking Potential: The Right to Education and Opportunity University Ranking by Academic Performance (World). (2022). https://urapcenter.org/Rankings/2022-2023/ World_Ranking_2022-2023.
- Usta, İ. (2018). Öğretmen yetiştirme lisans programlarındaki değişim ve açık ve uzaktan öğrenme dersine yönelik öneriler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 4 (4), 58–68. Retrieved from https://dergipark.org.tr/en/download/article-file/636319
- Kymlicka, W., & Öztürk, F. (2013). Çokkültürlülük: Başarı, başarısızlık ve gelecek. Journal of Istanbul University Law Faculty, 70(2). Retrieved from https://dergipark.org.tr/en/download/article-file/97742
- YÖK. (2023). Institutional structure of the Council of Higher Education. Https://Www.Yok.Gov.Tr/En/ Institutional/History.
- YÖK. (2023). New teacher training undergraduate programs. https://www.yok.gov.tr/kurumsal/idari-birimler/ egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari
- Yanık, C. (2012). Multiculturalism in Türkiye within the context of discussion of multiculturalism in the world: A critical overview (Doctoral dissertation, Bursa Uludağ University, Türkiye).
Abstract
Göç çağı olarak nitelendirilen bu dönemde, eğitim sistemlerinin sosyo-ekonomik eşitsizlikleri aşmaya ve kültürel çeşitliliğin okullara ve sınıflara getirdiği fırsatlardan yararlanmaya odaklanması gerekmektedir. Çokkültürlülüğün sunduğu fırsatları en iyi şekilde değerlendirmek için sınıf içi süreçlerin iyi yönetilmesi son derece önemlidir. Öğretmenlerin çokkültürlülüğü doğru biçimde anlamlandırmaları ve sağladığı fırsatlardan faydalanabilmeleri için uygun profesyonel destek ve eğitim almaları gerekmektedir. Bu bağlamda, Türkiye'de son on yılda yaşanan zorunlu göç odaklı çokkültürlülüğün öğretmen eğitimi programlarını nasıl etkilediğini belirlemek önemli görülmüştür.
Türkiye'deki eğitim politikalarında önemli çabalar gösterilmesine rağmen, çokkültürlü öğrenme ortamlarının istenen düzeye ulaşamadığı açıktır. Bu durum aynı zamanda öğretmen eğitim programlarında da izlenebilir. Bu araştırma, doküman analizi yöntemi kullanılarak yapılmıştır. Veriler, URAP 2022-2023 ulusal ve uluslararası sıralamalarında ilk 10'a giren üniversitelerin ders içeriklerine ilişkin web sayfalarından ve Türkiye'deki yükseköğretim kurumlarının sunduğu ders içeriklerinden elde edilmiştir. Sonuç olarak Türkiye'deki göç konusunu ele alan ders sayısının ihtiyaca uygun olmadığı belirlenmiştir. Ayrıca, göç konusunun sadece ders düzeyinde ele alındığı ancak programlarda temel bir bileşen olarak entegre edilmediği gözlemlenmiştir.
References
- Banks, J. A. (1993). Multicultural education: Historical development, dimensions and practice. Review of Research in Education, 19, 3–49. https://doi.org/10.2307/1167339
- Başbay, A., & Bektaş, Y. (2009). Instructional environment and teacher competences in the context of multiculturalism. Education and Science, 34(152).
- Canatan, K. (2009). Multiculturalism in European societies: A sociological approach. The Journal of International Social Research, 1(6).
- Fox, W., & Gay, G. (1995). Integrating multicultural and curriculum principles in teacher education. Peabody Journal of Education, 70(3), 64–82. https://doi.org/10.1080/01619569509538835
- Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003
- Güvenç, B. (2015). Kültürün ABC’si. YKY Publising.
- International Organization for Migration (IOM). (2024). World Migration Report 2024. Geneva: IOM.
- Krippendorff, K. (2019). The changing landscape of content analysis: Reflections on social construction of reality and beyond. Communication & Society, 47(1). Retrieved from https://repository.upenn.edu/ asc_papers/604
- Love, P. (2013). Document analysis. In Research in the college context: Approaches and methods (pp.99- 112.) Routledge.
- Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber. (S. Turan, Trans.; 3rd revised.). Nobel Yayın Dağıtım.
- National Association for Multicultural Education. (n.d.). About NAME. Retrieved May 20, 2024, from https://www.nameorg.org/learn/
- Nieto & Bode (2013). Affirming diversity: The sociopolitical context of multicultural education. Longman Press.
- OECD, (2013). Education today 2013: The OECD Perspective. OECD Publishing.
- Sinagatullin, I. M. (2003). Constructing multicultural education in a diverse society. Scarecrow Press.
- Todd, R., & Smith, J. (2019). Multicultural teacher education matters. The Journal of the Research Association of Minority Professors, 20(1). Retrieved from https://digitalcommons.pvamu.edu/jramp/vol20/iss1/1
- UNESCO. (2019). Global education monitoring report, 2019: Migration, displacement and education: building bridges, not walls.
- UNHCR Education Report 2023 – Unlocking Potential: The Right to Education and Opportunity University Ranking by Academic Performance (World). (2022). https://urapcenter.org/Rankings/2022-2023/ World_Ranking_2022-2023.
- Usta, İ. (2018). Öğretmen yetiştirme lisans programlarındaki değişim ve açık ve uzaktan öğrenme dersine yönelik öneriler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 4 (4), 58–68. Retrieved from https://dergipark.org.tr/en/download/article-file/636319
- Kymlicka, W., & Öztürk, F. (2013). Çokkültürlülük: Başarı, başarısızlık ve gelecek. Journal of Istanbul University Law Faculty, 70(2). Retrieved from https://dergipark.org.tr/en/download/article-file/97742
- YÖK. (2023). Institutional structure of the Council of Higher Education. Https://Www.Yok.Gov.Tr/En/ Institutional/History.
- YÖK. (2023). New teacher training undergraduate programs. https://www.yok.gov.tr/kurumsal/idari-birimler/ egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari
- Yanık, C. (2012). Multiculturalism in Türkiye within the context of discussion of multiculturalism in the world: A critical overview (Doctoral dissertation, Bursa Uludağ University, Türkiye).
Details
| Primary Language | English |
|---|---|
| Subjects | Multicultural Education |
| Journal Section | Articles |
| Authors | |
| Early Pub Date | October 31, 2024 |
| Publication Date | |
| Submission Date | April 25, 2024 |
| Acceptance Date | August 6, 2024 |
| Published in Issue | Year 2024 Volume: 15 Issue: 30 |
