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Resimli çocuk kitapları ile kültürlerarası duyarlılığın geliştirilmesi: Erasmus+ projesinden bir perspektif

Year 2024, Volume: 2 Issue: 1, 35 - 48, 30.06.2024
https://doi.org/10.62195/ijdes.1488281

Abstract

Bu çalışmanın amacı, çokkültürlü çocuk edebiyatı ürünlerinin kullanımıyla sağlanan deneyimsel öğrenme etkinliklerinin öğretmen adaylarının çokkültürlü resimli çocuk kitaplarıyla gerçekleştirilecek etkileşimli okuma etkinliklerine yönelik bilgilerine ve kültürlerarası duyarlılık becerisine yönelik görüşlerine olan etkisini incelemektir. Yürütülen araştırma hem nicel hem nitel araştırmanın uygulandığı karma yöntem olarak tasarlanmıştır. Araştırmanın çalışma grubu 2023 yılında Düzce Üniversitesi koordinatörlüğünde yürütülen KA210 kodlu ve ‘Welcome! Intercultural Sensitivity for Integration’ isimli Erasmus+ projesine katılan üç farklı ülkeden 15 öğretmen adayından oluşmaktadır. Araştırmada veri toplama aracı olarak çoktan seçmeli bilgi testi kullanılmıştır. Bilgi testinde toplamda 20 adet soru yer almaktadır. Uygulanan bu bilgi testiyle öğretmen adaylarının göç, kültürlerarasılık, resimli çocuk kitapları ve etkileşimli okuma uygulamaları ilgili bilgi düzeylerinin ölçmesi hedeflenmektedir. Öte yandan nitel veriler ise yarı yapılandırılmış görüşme formuyla elde edilmiştir. Nicel verilerin analizinde SPSS, nitel verilerin analizinde ise betimsel analiz etkili olmuştur. Elde edilen bulgular doğrultusunda farklı ülkelerden araştırmaya katılan öğretmen adaylarıyla uygulanan deneyimsel öğrenme atölyelerinin, katılımcıların etkileşimli okuma ve çokkültürlü resimli çocuk kitaplarına yönelik bilgi düzeylerini geliştirdiği yorumu yapılır.

References

  • Arizpe, E., Bagelman, C., Devlin, A. M., Farrell, M., & McAdam, J. E. (2014). Visualizing intercultural literacy: engaging critically with diversity and migration in the classroom through an image-based approach. Language and Intercultural Communication, 14(3), 304-321. https://doi.org/10.1080/14708477.2014.903056
  • Barret, M. (2018). How schools can promote the intercultural competence of young people. European Psychologist, (23), 93-104.
  • Barrett, M., Byram, M., Lázár, I., Mompoint-Gaillard, P., & Philippou, S. (2013). Developing intercultural competence through education. Council of Europe Publishing.
  • Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In M. Paige (Ed.), Education for the intercultural experience (2 ed.). Intercultural Press.
  • Chen, G. M., & Starosta, W. J. (1997). A review of the concept of intercultural sensitivity. Human Communication, 1(1), 1-16.
  • Cho, G., & DeCastro-Ambrosetti, D. (2005). Is ignorance bliss? Pre-service teachers' attitudes toward multicultural education. The High School Journal, 89(2), 24-28. https://doi.org/10.1353/hsj.2005.0020
  • Creswell, J. W. (2017). Araştırma deseni nitel, nicel ve karma yöntem yaklaşımları (S. B. Demir Ed. 3.Bs.). Eğiten Kitap.
  • Delice, M., & Yaşar, M. (2014). The investigation of the relationship between immigration and violent crimes. Akademik Bakış Uluslararası Hakemli Sosyal Bilimler Dergisi, 44, 1-18
  • Derluyn, I., Broekaert, E., & Schuyten, G. (2008). Emotional and behavioural problems in migrant adolescents in Belgium. European Child & Adolescent Psychiatry, 17, 54–62. https://doi.org/10.1007/s00787-007-0636-x
  • Dolan, A. (2014). Intercultural education, picturebooks and refugees: Approaches for language teachers. CLELE Journal, (2), 92-109.
  • Fraenkel, J. R., & Wallen, N. E. (1996). How to design and evaluate research in education (3th ed ). Mc Graw Hill Higher Education.
  • Gumpel, W. (2003). The problems of legal and illegal migration to Europe [Avrupa'ya yasal ve yasadışı göçün yarattığı sorunlar]. Sosyal Siyaset Konferansları Dergisi, 46, 175-184.
  • Heggernes, S. L. (2019). Opening a dialogic space: Intercultural learning through picturebooks. Children’s Literature in English Language Education, 7(2), 37-60.
  • Holm, K., Nokelainen, P., & Tirri, K. (2009). Relationship of gender and academic achievement to Finnish students’ intercultural sensitivity. High Ability Studies, 20, 187-200. https://doi.org/10.1080/13598130903358543
  • Hope, J. (2008). “One day we had to run”: The development of the refugee identity in children’s literature and its function in education. Children’s Literature in Education, 39(4), 295-304.
  • Huang, H. (2011). Utilizing multicultural children's literature to increase cultural understanding. California State University.
  • Hugo, G. (2005). Migrants in society: Diversity and cohesion. Global Commission on International Migration.
  • Huysmans, J. (1995). Migrants as a security problem: Dangers of “securitizing” societal issues. In R. Miles & D. Thränhardt (Eds.), Migration and European integration: The dynamics of inclusion and exclusion. Pinter Publishers.
  • İşler, N. K., & Dedeoğlu, H. (2019). Multicultural children literature in preservice teacher education: Responses through literature circles. International Journal of Progressive Education, 15(4), 130-141. https://doi.org/10.29329/ijpe.2019.203.10
  • Jantawej, J. (2011). Intercultural sensitivity of foreign teachers in Thai public secondary schools. In J. Jantawej & Y. Inada (Eds.), The Asian conference on education official conference proceedings (pp. 273–285).
  • Karataş, Z. (2017). Sosyal bilim araştırmalarında paradigma değişimi: Nitel yaklaşımın yükselişi. Türkiye Sosyal Hizmet Araştırmaları Dergisi, 1(1), 68-86. https://dergipark.org.tr/tr/pub/tushad/issue/31792/350444
  • Kemple, K., Lee, I., & Harris, M. (2016). Young children’s curiosity about physical differences associated with race: Shared reading to encourage conversation. Early Childhood Education Journal, 44(2), 97-105.
  • Kuusisto, E., Kuusisto, A., Rissanen, I., Holm, K., & Tirri, K. (2015). Finnish teachers’ and students’ intercultural sensitivity. Journal of Religious Education, 63, 65-77.
  • Lickteig, M., & Danielson, K. (1995). Use children’s books to link the cultures of the world. The Social Studies, 86(2), 69-73.
  • Louie, B. (2006). Guiding principles for teaching multicultural literature. Reading Teacher, 59(5), 438-448. https://doi.org/10.1598/RT.59.5.3
  • Marshall, C. & Rossman, G. B. (2014). Designing Qualitative Research. Sage.
  • Marshall, G. N., Schell, T. L., Elliott, M. N., Berthold, S. M., & Chun, C. A. (2005). Mental health of Cambodian refugees two decades after resettlement in the United States. Journal of the American Medical Association, 294, 571-579. https://doi.org/10.1001/jama.294.5.571
  • Miles, M. B. & Huberman, A. M. (2015). Nitel veri analizi: genişletilmiş bir kaynak kitap (1. Baskı). S. Akbaba Altun ve A. Ersoy (Çev. Eds). Pegem Akademi.
  • Moradi, E., & Ghabanchi, Z. (2019). Intercultural sensitivity: A comparative study among business English undergraduate learners in two countries of Iran and China. Journal of Ethnic and Cultural Studies, 6(3), 134-146. https://doi.org/10.29333/ejecs/278
  • Nath, L., & Grote-Garcia, S. (2017). Reading refugee stories: Five common themes among picture books with refugee characters. Texas Journal of Literacy Education, 5(2), 130-141.
  • Nørredam, M. (2015). Migration and health: Exploring the role of migrant status through register-based studies. Danish Medical Journal, 62(4), 1-31.
  • Rissanen, I., Kuusisto, E., & Tirri, K. (2015). Finnish teachers’ attitudes to Muslim students and Muslim student integration. Journal for the Scientific Study of Religion, 54(277-290). https://doi.org/10.1111/jssr.12190
  • Schilling, T., Rauscher, S., Menzel, C., Reichenauer, S., Müller-Schilling, M., Schmid, S., & Selgrad, M. (2017). Migrants and refugees in Europe: Challenges, experiences and contributions. Visc Med, 33, 295–300. https://doi.org/10.1159/000478763
  • Short, K. G. (2009). Critically reading the word and the world: Building intercultural understanding through literature. Bookbird: A Journal of International Children s Literature, 47(2), 1-10. https://doi.org/10.1353/bkb.0.0160
  • Sitompul, T. (2023). Economic and social impact of migration. Journal of Accounting & Management Innovation, 7(1), 1-15.
  • Spinthourakis, J., Karatzia-Stavlioti, E., & Roussakis, Y. (2009). Pre‐service teacher intercultural sensitivity assessment as a basis for addressing multiculturalism. Intercultural Education, 20(3), 267-276.
  • UNHCR. (2022). Figures at glance. https://www.unhcr.org/about-unhcr/who-we-are/figures-glance
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (Genişletilmiş 10.Bs.). Seçkin.

Enhancing intercultural sensitivity with children’s picture books: A perspective from Erasmus+ project

Year 2024, Volume: 2 Issue: 1, 35 - 48, 30.06.2024
https://doi.org/10.62195/ijdes.1488281

Abstract

Bu çalışmanın amacı, çokkültürlü çocuk edebiyatı ürünlerinin kullanımıyla sağlanan deneyimsel öğrenme etkinliklerinin öğretmen adaylarının çokkültürlü resimli çocuk kitaplarıyla gerçekleştirilecek etkileşimli okuma etkinliklerine yönelik bilgilerine ve kültürlerarası duyarlılık becerisine yönelik görüşlerine olan etkisini incelemektir. Yürütülen araştırma hem nicel hem nitel araştırmanın uygulandığı karma yöntem olarak tasarlanmıştır. Araştırmanın çalışma grubu 2023 yılında Düzce Üniversitesi koordinatörlüğünde yürütülen KA210 kodlu ve ‘Welcome! Intercultural Sensitivity for Integration’ isimli Erasmus+ projesine katılan üç farklı ülkeden 15 öğretmen adayından oluşmaktadır. Araştırmada veri toplama aracı olarak çoktan seçmeli bilgi testi kullanılmıştır. Bilgi testinde toplamda 20 adet soru yer almaktadır. Uygulanan bu bilgi testiyle öğretmen adaylarının göç, kültürlerarasılık, resimli çocuk kitapları ve etkileşimli okuma uygulamaları ilgili bilgi düzeylerinin ölçmesi hedeflenmektedir. Öte yandan nitel veriler ise yarı yapılandırılmış görüşme formuyla elde edilmiştir. Nicel verilerin analizinde SPSS, nitel verilerin analizinde ise betimsel analiz etkili olmuştur. Elde edilen bulgular doğrultusunda, farklı ülkelerden gelen öğretmen adaylarıyla gerçekleştirilen deneyimsel öğrenme atölyelerinin, katılımcıların etkileşimli okuma ve çok kültürlü resimli kitaplar hakkındaki bilgi düzeylerini geliştirdiği görülmüştür. Bunun yanında, uygulanan etkileşimli okuma atölyelerinin katılımcıların kültürlerarası duyarlılık düzeylerini geliştirdiği de söylenebilir.

References

  • Arizpe, E., Bagelman, C., Devlin, A. M., Farrell, M., & McAdam, J. E. (2014). Visualizing intercultural literacy: engaging critically with diversity and migration in the classroom through an image-based approach. Language and Intercultural Communication, 14(3), 304-321. https://doi.org/10.1080/14708477.2014.903056
  • Barret, M. (2018). How schools can promote the intercultural competence of young people. European Psychologist, (23), 93-104.
  • Barrett, M., Byram, M., Lázár, I., Mompoint-Gaillard, P., & Philippou, S. (2013). Developing intercultural competence through education. Council of Europe Publishing.
  • Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In M. Paige (Ed.), Education for the intercultural experience (2 ed.). Intercultural Press.
  • Chen, G. M., & Starosta, W. J. (1997). A review of the concept of intercultural sensitivity. Human Communication, 1(1), 1-16.
  • Cho, G., & DeCastro-Ambrosetti, D. (2005). Is ignorance bliss? Pre-service teachers' attitudes toward multicultural education. The High School Journal, 89(2), 24-28. https://doi.org/10.1353/hsj.2005.0020
  • Creswell, J. W. (2017). Araştırma deseni nitel, nicel ve karma yöntem yaklaşımları (S. B. Demir Ed. 3.Bs.). Eğiten Kitap.
  • Delice, M., & Yaşar, M. (2014). The investigation of the relationship between immigration and violent crimes. Akademik Bakış Uluslararası Hakemli Sosyal Bilimler Dergisi, 44, 1-18
  • Derluyn, I., Broekaert, E., & Schuyten, G. (2008). Emotional and behavioural problems in migrant adolescents in Belgium. European Child & Adolescent Psychiatry, 17, 54–62. https://doi.org/10.1007/s00787-007-0636-x
  • Dolan, A. (2014). Intercultural education, picturebooks and refugees: Approaches for language teachers. CLELE Journal, (2), 92-109.
  • Fraenkel, J. R., & Wallen, N. E. (1996). How to design and evaluate research in education (3th ed ). Mc Graw Hill Higher Education.
  • Gumpel, W. (2003). The problems of legal and illegal migration to Europe [Avrupa'ya yasal ve yasadışı göçün yarattığı sorunlar]. Sosyal Siyaset Konferansları Dergisi, 46, 175-184.
  • Heggernes, S. L. (2019). Opening a dialogic space: Intercultural learning through picturebooks. Children’s Literature in English Language Education, 7(2), 37-60.
  • Holm, K., Nokelainen, P., & Tirri, K. (2009). Relationship of gender and academic achievement to Finnish students’ intercultural sensitivity. High Ability Studies, 20, 187-200. https://doi.org/10.1080/13598130903358543
  • Hope, J. (2008). “One day we had to run”: The development of the refugee identity in children’s literature and its function in education. Children’s Literature in Education, 39(4), 295-304.
  • Huang, H. (2011). Utilizing multicultural children's literature to increase cultural understanding. California State University.
  • Hugo, G. (2005). Migrants in society: Diversity and cohesion. Global Commission on International Migration.
  • Huysmans, J. (1995). Migrants as a security problem: Dangers of “securitizing” societal issues. In R. Miles & D. Thränhardt (Eds.), Migration and European integration: The dynamics of inclusion and exclusion. Pinter Publishers.
  • İşler, N. K., & Dedeoğlu, H. (2019). Multicultural children literature in preservice teacher education: Responses through literature circles. International Journal of Progressive Education, 15(4), 130-141. https://doi.org/10.29329/ijpe.2019.203.10
  • Jantawej, J. (2011). Intercultural sensitivity of foreign teachers in Thai public secondary schools. In J. Jantawej & Y. Inada (Eds.), The Asian conference on education official conference proceedings (pp. 273–285).
  • Karataş, Z. (2017). Sosyal bilim araştırmalarında paradigma değişimi: Nitel yaklaşımın yükselişi. Türkiye Sosyal Hizmet Araştırmaları Dergisi, 1(1), 68-86. https://dergipark.org.tr/tr/pub/tushad/issue/31792/350444
  • Kemple, K., Lee, I., & Harris, M. (2016). Young children’s curiosity about physical differences associated with race: Shared reading to encourage conversation. Early Childhood Education Journal, 44(2), 97-105.
  • Kuusisto, E., Kuusisto, A., Rissanen, I., Holm, K., & Tirri, K. (2015). Finnish teachers’ and students’ intercultural sensitivity. Journal of Religious Education, 63, 65-77.
  • Lickteig, M., & Danielson, K. (1995). Use children’s books to link the cultures of the world. The Social Studies, 86(2), 69-73.
  • Louie, B. (2006). Guiding principles for teaching multicultural literature. Reading Teacher, 59(5), 438-448. https://doi.org/10.1598/RT.59.5.3
  • Marshall, C. & Rossman, G. B. (2014). Designing Qualitative Research. Sage.
  • Marshall, G. N., Schell, T. L., Elliott, M. N., Berthold, S. M., & Chun, C. A. (2005). Mental health of Cambodian refugees two decades after resettlement in the United States. Journal of the American Medical Association, 294, 571-579. https://doi.org/10.1001/jama.294.5.571
  • Miles, M. B. & Huberman, A. M. (2015). Nitel veri analizi: genişletilmiş bir kaynak kitap (1. Baskı). S. Akbaba Altun ve A. Ersoy (Çev. Eds). Pegem Akademi.
  • Moradi, E., & Ghabanchi, Z. (2019). Intercultural sensitivity: A comparative study among business English undergraduate learners in two countries of Iran and China. Journal of Ethnic and Cultural Studies, 6(3), 134-146. https://doi.org/10.29333/ejecs/278
  • Nath, L., & Grote-Garcia, S. (2017). Reading refugee stories: Five common themes among picture books with refugee characters. Texas Journal of Literacy Education, 5(2), 130-141.
  • Nørredam, M. (2015). Migration and health: Exploring the role of migrant status through register-based studies. Danish Medical Journal, 62(4), 1-31.
  • Rissanen, I., Kuusisto, E., & Tirri, K. (2015). Finnish teachers’ attitudes to Muslim students and Muslim student integration. Journal for the Scientific Study of Religion, 54(277-290). https://doi.org/10.1111/jssr.12190
  • Schilling, T., Rauscher, S., Menzel, C., Reichenauer, S., Müller-Schilling, M., Schmid, S., & Selgrad, M. (2017). Migrants and refugees in Europe: Challenges, experiences and contributions. Visc Med, 33, 295–300. https://doi.org/10.1159/000478763
  • Short, K. G. (2009). Critically reading the word and the world: Building intercultural understanding through literature. Bookbird: A Journal of International Children s Literature, 47(2), 1-10. https://doi.org/10.1353/bkb.0.0160
  • Sitompul, T. (2023). Economic and social impact of migration. Journal of Accounting & Management Innovation, 7(1), 1-15.
  • Spinthourakis, J., Karatzia-Stavlioti, E., & Roussakis, Y. (2009). Pre‐service teacher intercultural sensitivity assessment as a basis for addressing multiculturalism. Intercultural Education, 20(3), 267-276.
  • UNHCR. (2022). Figures at glance. https://www.unhcr.org/about-unhcr/who-we-are/figures-glance
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (Genişletilmiş 10.Bs.). Seçkin.
There are 38 citations in total.

Details

Primary Language English
Subjects Classroom Education
Journal Section Research Articles
Authors

Kasım Yıldırım 0000-0003-1406-709X

Fatih Çetin Çetinkaya 0000-0002-9843-6747

Abdurrahman Baki Topçam 0000-0002-3985-4113

Mücahit Durmaz 0000-0001-7509-2059

Halil İbrahim Öksüz 0000-0003-4338-297X

Behlül Bilal Sezer 0000-0003-4287-7460

Ferhat Demirkıran 0000-0002-1317-3416

Early Pub Date June 29, 2024
Publication Date June 30, 2024
Submission Date May 22, 2024
Acceptance Date June 9, 2024
Published in Issue Year 2024 Volume: 2 Issue: 1

Cite

APA Yıldırım, K., Çetinkaya, F. Ç., Topçam, A. B., Durmaz, M., et al. (2024). Enhancing intercultural sensitivity with children’s picture books: A perspective from Erasmus+ project. International Journal of Düzce Educational Sciences, 2(1), 35-48. https://doi.org/10.62195/ijdes.1488281

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