Educational Policy vs. Culturally Sensitive Programs in Turkish Educational System

Abstract

The purpose of this study is to examine the perceptions of elementary school teachers about the sensitiveness of principals, teachers, and curriculum on multicultural education. Education provides the transmission and the advancement of its culture while it is developing and enhancing the common values, the integrity and the progress of multicultural society (Sahin, 2006). If the society has multi-ethnic culture, the educational policy should cover all kinds of multi-ethnic cultures to exchange cultural values each other. The findings of this study indicate that Turkish educational system ignores multiculturalism in their schools. Curriculum does not cover cultural differences. Principals and teachers performing their responsibility relatively show respect different cultures even if it is not at the expected level

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