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Küresel, Yerel, Mikrosistem ve Bireysel Faktörlerin Türkiye’deki Mülteci Çocukların Eğitim Süreçlerine Etkileri

Year 2022, Göç ve Mültecilik Özel Sayısı, 494 - 512, 30.09.2022
https://doi.org/10.33709/ictimaiyat.1110705

Abstract

Bu çalışmada, Türkiye'deki mülteci çocukların eğitim süreçlerini çerçeveleyen teorik bir model önerilmektedir. Bu model, mülteci çocukların içinde yer aldıkları çeşitli çevrelerin ve aktörlerin eğitim deneyimlerine etkilerinin yanı sıra ihtiyaç, risk ve olanak unsurlarını içermektedir. Küresel dinamiklerin ve yerel politikaların etkilerine de odaklanan söz konusu model, bütünleştirici ve yeni boyutların eklenmesine müsaade eden gelişimsel bir yapıya sahiptir. Çalışmada kullanılan yöntem ikincil veri değerlendirmesidir. Bu yönteme dayalı olarak bu çalışmada, Türkiye'deki okullaşma oranları her geçen gün hızla artan mülteci çocukların çeşitli ihtiyaçlarına (psikolojik, kültürel ve eğitimsel) ve bu çocukların karşılaştığı akran zorbalığı, yabancı düşmanlığı ve travma gibi konulara odaklanan yayınlar sentezlenmektedir. Böylece, mülteci çocukların yeni ortamlarındaki koşulları ve Türkiye’ye başarılı uyumları için gerekli olan kültürel yaklaşım betimlenmektedir. Araştırmacı tarafından tasarlanan özgün model, mülteci çocuklara sağlanacak eğitim hizmetlerindeki uygulamalara ve gelecekteki araştırmalara bir çerçeve sağlama iddiasına sahiptir.

References

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  • Anderson, A., Hamilton, R., Moore, D., Loewen, S., & Frater-Mathieson, K. (2004). Education of refugee children-Theoretical perspectives and best practice. In D. Moore & R. Hamilton (Eds.), Educational interventions for refugee children: Theoretical perspectives and implementing best practice (1st ed., pp. 1–11). Taylor & Francis. https://doi.org/10.4324/9780203687550
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  • Johnson, T. P. (1996). Alcohol and Drug Use among Displaced Persons: An Overview. Substance Use & Misuse, 31(13), 1853–1889. doi:10.3109/10826089609064003
  • Kaprielian-Churchill, I. (1996). Refugees and education in Canadian schools. International Review of Education, 42(4), 349–365. doi:10.1007/bf00601096
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  • Motti-Stefanidi, F., & Masten, A. S. (2017). A resilience perspective on immigrant youth adaptation and development. In N. J. Cabrera & B. Leyendecker (Eds.), Handbook on positive development of minority children and youth (pp. 19–34). Springer. https://doi.org/10.1007/978-3-319-43645-6
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The Effects of Global, Local, Microsystem and Individual Factors on The Educational Process of Refugee Children in Turkey

Year 2022, Göç ve Mültecilik Özel Sayısı, 494 - 512, 30.09.2022
https://doi.org/10.33709/ictimaiyat.1110705

Abstract

In this study, a theoretical model framing the education processes of refugee children in Turkey is proposed. This model includes needs, risks, and opportunities, as well as the effects of various environments and actors in which refugee children are involved, on their educational experience. This model, which also focuses on the effects of global dynamics and local policies, has an integrative and developmental structure that allows new dimensions to be added. The method used in the study is secondary literature evaluation. Based on this method, this study synthesizes publications focusing on the various needs (psychological, cultural, and educational) of refugee children whose schooling rates are increasing day by day in Turkey, and on issues such as peer bullying, xenophobia, and trauma that these children face. Thus, the conditions of refugee children in their new environment and the cultural approach necessary for their successful adaptation to Turkey are described. The original model designed by the researcher has the claim to provide a framework for future research and practices in educational services to be provided to refugee children.

References

  • Ahearn, F. L., & Athey, J. L. (1991). The mental health of refugee children: An overview. In F. L. Ahearn & J. L. Athey (Eds.), Refugee Children: Theory, Research, and Services (1st ed., pp. 3–19). The Johns Hopkins University Press.
  • Alpak, G., Ünal, A., Bülbül, F., Sağaltıcı, E., Bez, Y., Altındağ, A., Dalkılıç, A., & Savaş, H. A. (2015). Post-traumatic stress disorder among Syrian refugees in Turkey: A cross-sectional study. International Journal of Psychiatry in Clinical Practice, 19, 45–50.
  • Alvaredo. F., Chancel, L., Piketty, T., Saez, E. & Zucman, G. (2018). Dünya Eşitsizlik Raporu 2018. World inequality lab. https://wir2018.wid.world/files/download/wir2018-summary-turkish.pdf
  • Anderson, A. (2004). Issues of migration. In D. Moore & R. Hamilton (Eds.), Educational interventions for refugee children: Theoretical perspectives and implementing best practice (1st ed., pp. 64–82). Taylor & Francis. https://doi.org/10.4324/9780203687550
  • Anderson, A., Hamilton, R., Moore, D., Loewen, S., & Frater-Mathieson, K. (2004). Education of refugee children-Theoretical perspectives and best practice. In D. Moore & R. Hamilton (Eds.), Educational interventions for refugee children: Theoretical perspectives and implementing best practice (1st ed., pp. 1–11). Taylor & Francis. https://doi.org/10.4324/9780203687550
  • Ariely, G. (2011). Globalization, immigration and national identity: How the level of globalization affects the relations between nationalism, constructive patriotism and attitudes toward immigrants? Group Processes & Intergroup Relations, 15(4), 539–557. doi: 10.1177/1368430211430518
  • Arnett, J. J. (2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 63(7):602-14. doi: 10.1037/0003-066X.63.7.602
  • Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology, 46(1), 5–34.
  • Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697–712. https://doi.org/10.1016/j.ijintrel.2005.07.013
  • Bobo, L., & Hutchings, V. L. (1996). Perceptions of racial group competition: Extending Blumer’s theory of group position to a multiracial social context. American Sociological Review, 61(6), 951–972.
  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design (unknown ed.). Harvard University Press.
  • Bronfenbrenner, U. & Morris, P. A. (2006). The bioecological model of human development. In Damon, W. &Lerner, R. M. (Eds), Handbook of childpsychology. New York: John Wiley & Sons.
  • Bühmann, D., & Trudell, B. (2008). Mother tongue matters: Local language as a key to effective learning [E-book]. United Nations Educational, Scientific and Cultural Organization.
  • Castles, S., Haas, de H., & Miller, M. J. (2014). The Age of Migration: International population movements in the modern world. (Fifth ed.). The Palgrave Macmillan.
  • Cerna, L. (2019). Refugee education: Integration models and practices in OECD countries [E-book]. Organisation for Economic Cooperation and Development. https://doi.org/10.1787/a3251a00-en
  • Cushner, K., McClelland, A., & Safford, P. L. (2019). Human diversity in education (9th ed.). McGraw-Hill Education.
  • Dryden-Peterson, S. (2017). Refugee education: Education for an unknowable future. Curriculum Inquiry, 47(1), 14–24.
  • Dyregrov, A. (2004). Educational consequences of loss and trauma. Educational and Child Psychology, 21(3), 77–84.
  • Emin, M. N. (2016). Türkiye’deki Suriyeli çocukların eğitimi: Temel eğitim politikaları. İstanbul, Turkey: SETA. http://file.setav.org/Files/Pdf/20160309195808_turkiyedeki-suriyeli-cocuklarin-egitimi-pdf.pdf
  • Eisenbruch, M. (1988). The mental health of refugee children and their cultural development. International Migration Review, 22(2), 282–300. https://doi.org/10.1177/019791838802200205
  • Espinosa, L. M. (2013). Early education for dual language learners: Promoting school readiness and early school success, young children of immigrants. Migration Policy Institute. https://www.fcd-us.org/assets/2016/04/DualLanguageLearners.pdf
  • Frater-Mathieson, K. (2004). Educational interventions for refugee children: Theoretical perspectives and implementing best practice (D. Moore & R. Hamilton, Eds.; 1st ed.). Routledge.
  • Fullilove, M. T. (1996). Psychiatric implications of displacement: Contributions from the psychology of place. American Journal of Psychiatry, 153(12), 1516–1523. https://doi.org/10.1176/ajp.153.12.1516
  • GİGM. (2021a). Göç İdaresi Genel Müdürlüğü- İstatistikler/Geçici Koruma. https://www.goc.gov.tr/gecici-koruma5638
  • GİGM. (2021b). Yabancılar ve Uluslararası Koruma Kanununda Geçici Koruma. https://www.goc.gov.tr/yabancilar-ve-uluslararasi-koruma-kanununda-gecici-koruma
  • Hamilton, R., & Moore, D. (2004). Educational interventions for refugee children: Theoretical perspectives and implementing best practice (R. Hamilton & D. Moore, Eds.; 1st ed.). Routledge.
  • Hart, R. (2009). Child refugees, trauma and education: Interactionist considerations on social and emotional needs and development. Educational Psychology in Practice, 25(4), 351–368.
  • Hayat Boyu Öğrenme Genel Müdürlüğü (2021). - Yıllara göre ülkemizde eğitime erişimi sağlanan Suriyeli öğrenci sayısı-Haziran 2021. https://hbogm.meb.gov.tr/meb_iys_dosyalar/2021_07/09200139_Haziran_2021_internet_bulteni_.pdf
  • Herman, J. L. (2015). Trauma and recovery: The aftermath of violence-From domestic abuse to political terror (1R ed.). Basic Books.
  • HRW (2015). “Geleceğimi Hayal Etmeye Çalıştığımda Hiçbir Şey Göremiyorum” - Türkiye'deki Suriyeli Mülteci Çocukların Eğitime Erişiminin Önündeki Engeller – Kayıp Nesil Olmalarını Önlemek. https://www.hrw.org/tr/report/2015/11/09/282910
  • IOM (2019). Access to Education for Refugee And Migrant Children in Europe. https://www.iom.int/sites/default/files/press_release/file/access-to-education-for-refugee-children.pdf
  • Jastram, K. & Newland, K. (2003). Family unity and refugee protection. SSRN Electronik Journal. doi: 10.2139/ssrn.1559469
  • Johnson, T. P. (1996). Alcohol and Drug Use among Displaced Persons: An Overview. Substance Use & Misuse, 31(13), 1853–1889. doi:10.3109/10826089609064003
  • Kaprielian-Churchill, I. (1996). Refugees and education in Canadian schools. International Review of Education, 42(4), 349–365. doi:10.1007/bf00601096
  • Loewen, S. (2004). Second language concerns for refugee children. In D. Moore & R. Hamilton (Eds.), Educational interventions for refugee children: Theoretical perspectives and implementing best practice (1st ed., pp. 35–52). Routledge.
  • McBrien, J. L. (2005). Educational needs and barriers for refugee students in the United States: A review of the literature. Review of Educational Research, 75(3), 329–364.
  • Meeusen, C. (2014). The parent–child similarity in cross-group friendship and anti-immigrant prejudice: A study among 15-year old adolescents and both their parents in Belgium. Journal of Research in Personality, 50, 46–55. https://doi.org/10.1016/j.jrp.2014.03.001
  • Motti-Stefanidi, F., & Masten, A. S. (2017). A resilience perspective on immigrant youth adaptation and development. In N. J. Cabrera & B. Leyendecker (Eds.), Handbook on positive development of minority children and youth (pp. 19–34). Springer. https://doi.org/10.1007/978-3-319-43645-6
  • OECD. (2018). Social emotional learning and sense of belonging proceedings of the fourth policy forum. http://www.oecd.org/education/school/4th_Forum_Proceedings_ENG.pdf
  • Ogbu, J. U. (1995a). Cultural problems in minority education: Their interpretations and consequences—Part one: Theoretical background. The Urban Review, 27(3), 189–205. https://doi.org/10.1007/bf02354397
  • Ogbu, J. U. (1995b). Cultural problems in minority education: Their interpretations and consequences—Part two: Case studies. The Urban Review, 27(4), 271–297. https://doi.org/10.1007/bf02354409
  • Özcan, A. (2018). Çokkültürlülük bağlamında Türkiye’nin Suriyeli öğrencilere yönelik ğğitim politikası. PESA Uluslararası Sosyal Araştırmalar Dergisi, 4(1), 17–29. https://dergipark.org.tr/tr/pub/pesausad/issue/36449/412788
  • Özer, S., Şirin, S., & Oppedal, B. (2013). Bahçeşehir study of Syrian refugee children in Turkey. https://www.fhi.no/globalassets/dokumenterfiler/studier/ungkul/bahcesehir-study-report.pdf
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There are 66 citations in total.

Details

Primary Language Turkish
Subjects Sociology
Journal Section Orjinal Makale
Authors

İbrahim Halil Yılmaz 0000-0002-0769-7336

Early Pub Date September 29, 2022
Publication Date September 30, 2022
Submission Date April 28, 2022
Published in Issue Year 2022 Göç ve Mültecilik Özel Sayısı

Cite

APA Yılmaz, İ. H. (2022). Küresel, Yerel, Mikrosistem ve Bireysel Faktörlerin Türkiye’deki Mülteci Çocukların Eğitim Süreçlerine Etkileri. İçtimaiyat, 6(Göç ve Mültecilik Özel Sayısı), 494-512. https://doi.org/10.33709/ictimaiyat.1110705

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