BibTex RIS Cite

“ ...Onlar erdi muradına biz çıkalım kerevetine” Türk ve Yunan öğretmenlerin “etnik” öteki hakkındaki algılarının “an- latı’ kullanılarak ortaya konulması

Year 2015, Volume: 4 Issue: 2, 188 - 205, 01.12.2015

Abstract

Bu çalışma Yunanlı ve Türk lisans ve yüksek lisans kız öğrencilerinin etnik öz, etnik öteki ve arzulanan karşılıklı ilişki algılarını araştırmayı amaçlamıştır. Kullanılan yöntem anlatı sorgulamasıdır ve üyelerin anlatı örnekleri incelenmiştir. Bu amaç için bir halk hikâyesi yazılmış ve ana karakterlerinin etnik öz ve etnik öteki olduğu bu hikâye araştırmanın deneklerine verilmiştir. Araştırmaya katılan öğrencilerden hikâyeyi kendilerine göre tamamlamaları istenmiştir. Araştırmanın sonuçları hem Yunan hem de Türk öğrencilerin hikâyelerinde çoğunlukla klişe etnik ötekiyi anlattıklarını ortaya koymuştur. Ancak, etnik öz ve etnik öteki arasında faydalı ve etkili bir ilişki yaratarak bu klişelerin yıkılabileceğini de ifade etmişlerdir

References

  • Argyrou, V. (2006). How Greek thinks about Turks, for example. South European Society and Politics, 11 (1), 33 – 46.
  • Avdela, E. (1997). Time, history and ethnic identity in Greek school. In A. Frangou- daki and T. Dragonas (Eds), “What is our country?”: Ethnocentrism in educa- tion (pp. 49- 71). Athens: Alexandreia. (in Greek).
  • Bell, J. S. (2002). More than just telling stories. TESOL Quarterly, 36 (2), 207-213.
  • Bruner, J. (1986). Actual minds, possible worlds. Cambridge: Harvard University Press.
  • Carter, K. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22 (1), 5 – 12.
  • Connelly, M & Clandinin, D.J. (1990). Stories of Experience and Narrative Inquiry, Educational Researcher. 19 (5), 2-14
  • Coulter, K., Michael, C. & Poynor, L. (2007). Storytelling as pedagogy: An unex- pected outcome of narrative inquiry. Curriculum Inquiry, 37 (2), 103 – 122.
  • Dragonas, T. & Bar-On, D. (2000). National identity among a neighboring quartet: The case of Greek, Turks, Israelis and Palestinians. Journal of Modern Greek Studies, 18, 335 -353.
  • Elbaz-Luwisch, F. (2001). Personal Story as Passport. Storytelling in border peda- gogy. Teacher Education. 21 (1), 81-101.
  • Frangoudaki, A. & Dragonas, T. (Eds) (1997). “What is our country?”: Ethnocen- trism in education. Athens: Alexandreia. (in Greek)
  • Garcia S. (1997). “Self-narrative inquiry in teacher development. Living and working in just institutions”. In J.E.King, E.R. Hollins and W.C. Hayman (Eds) Prepar- ing teachers for cultural diversity. New York: Teachers College Press, 146- 155.
  • Gundogdu, A. (2001). Identities in question: Greek –Turkish relations in a period of transformation. Middle East Review of International Affairs, 5 (1). Retrieved 04/04/2009 from http://meria.idc.ac.il/journal/2001/issue/jv5n1a8.html
  • Magos, Κ. (2006) The autobiographical experience as a tool for intercultural aware- ness in a teacher training. In the Proceedings of the International Conference of European Society for Research for the Education of Adult (ESREA) Life Histo- ry and Biography Network: «Transitional spaces. Transitional processes and research». http://esrea2006.ece.uth.gr/downloads/magos.doc Retrieved 07/12/2013 from
  • Magos, K. (2013) “If on a cold winter night, a foreigner…”: Researching the percep- tions of student kindergarten teachers about the ethnic Balkan “Other”. In the Proceedings of the International Conference: «Myths of the Other in the Bal- kans. Representations, social practices and performances», Thessaloniki: Uni- versity of Macedonia, 123-137.
  • Magos K. & Kontogianni A. (2009). «When Ali meets Angeliki: A research of student teachers perceptions for the ethnic other». In the Proceedings of the Internation- al Congress of Comparative Literature and the Teaching of Literature and Lan- guage: «We Speak the Same Culture». Ankara: Gazi University: 475 – 489.
  • Mendoza, J. & Reese, D. (2001). Examining multicultural picture books for the ear- lychildhood classroom: Possibilities and pitfalls. Retrieved 10/03/2011 from http://ecrp.uiuc.edu/v3n2/mendoza.html
  • Mertan, B. (2011). Children's perception of national identity and in-group/out-group attitudes: Turkish-Cypriot school children. European Journal of Developmen- talPsychology, 8 (1), 74-86.
  • Mezirow, J. Transformative Dimensions of Adult Learning. San Francisco: Jossey- Bass, 1991.
  • Millas, H. (2001). Greeks‟ and Turks‟ images. Athens: Alexandreia. (in Greek)
  • Olson, M.R. (2000). Linking personal and professional knowledge of teaching practice through narrative inquiry. The Teacher Educator, 35 (4), 109 -127.
  • Pavlenko, A. (2002). Narrative study. Whose story is it, anyway? TESOL Quarterly, 36 (2), 213-218.
  • Rampton, B., Charalambous, P. & Charalambous, C. (2014). De-securitising Turkish: Teaching the language of a former enemy and intercultural language education. Working Papers in Urban Languages and Literacies, 137, 1-20.
  • Spyrou, S. (2006). Constructing “the Turk” as an enemy: The complexity of stereo- types in children‟s everyday worlds. South European Society and Politics, 11 (1), 95 – 110.
  • Vavrus M. (2002). Transforming the Multicultural Education of Teachers. Theory, Research and Practice. New York: Teachers College Press.
  • Villegas A.M. and Tamara L. (2002). Educating Culturally Responsive Teachers. A Coherent Approach. New York: State University of New York Press.
  • Zabel, M.K. (1991). Storytelling, Myths and Folktales: Strategies for Multicultural Inclusion. Preventing School Failure: Alternative Education for Children and Youth, 36 (1), 32-34.
  • Zipes, J. (1997). Happily, ever after. Fairy tales, children and the culture of industry. London: Routledge.

Onlar erdi muradına biz çıkalım kerevetine” Türk ve Yunan öğretmenlerin “etnik” öteki hakkındaki algılarının “anlatı’ kullanılarak ortaya konulması

Year 2015, Volume: 4 Issue: 2, 188 - 205, 01.12.2015

Abstract

This research aims to examine the perceptions of Greek and Turkish female undergraduate and postgraduate student teachers concerning the 'ethnic self', the 'ethnic other' and the desired inter relationship. Narrative inquiry methodology was used and the sample members’ narratives were analyzed. A folk tale was written for this purpose and given to the participants where the main characters represented the 'ethnic self' and the 'ethnic other'. The participants were asked to complete the story in their own way. The findings of the research highlighted that the narratives of both Greek and Turkish student teachers often present the common stereotypes concerning the 'ethnic other'. However, they also express the desire that these stereotypes be overcome through the creation of a fruitful and effective relationship between the 'ethnic self' and the 'ethnic other'

References

  • Argyrou, V. (2006). How Greek thinks about Turks, for example. South European Society and Politics, 11 (1), 33 – 46.
  • Avdela, E. (1997). Time, history and ethnic identity in Greek school. In A. Frangou- daki and T. Dragonas (Eds), “What is our country?”: Ethnocentrism in educa- tion (pp. 49- 71). Athens: Alexandreia. (in Greek).
  • Bell, J. S. (2002). More than just telling stories. TESOL Quarterly, 36 (2), 207-213.
  • Bruner, J. (1986). Actual minds, possible worlds. Cambridge: Harvard University Press.
  • Carter, K. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22 (1), 5 – 12.
  • Connelly, M & Clandinin, D.J. (1990). Stories of Experience and Narrative Inquiry, Educational Researcher. 19 (5), 2-14
  • Coulter, K., Michael, C. & Poynor, L. (2007). Storytelling as pedagogy: An unex- pected outcome of narrative inquiry. Curriculum Inquiry, 37 (2), 103 – 122.
  • Dragonas, T. & Bar-On, D. (2000). National identity among a neighboring quartet: The case of Greek, Turks, Israelis and Palestinians. Journal of Modern Greek Studies, 18, 335 -353.
  • Elbaz-Luwisch, F. (2001). Personal Story as Passport. Storytelling in border peda- gogy. Teacher Education. 21 (1), 81-101.
  • Frangoudaki, A. & Dragonas, T. (Eds) (1997). “What is our country?”: Ethnocen- trism in education. Athens: Alexandreia. (in Greek)
  • Garcia S. (1997). “Self-narrative inquiry in teacher development. Living and working in just institutions”. In J.E.King, E.R. Hollins and W.C. Hayman (Eds) Prepar- ing teachers for cultural diversity. New York: Teachers College Press, 146- 155.
  • Gundogdu, A. (2001). Identities in question: Greek –Turkish relations in a period of transformation. Middle East Review of International Affairs, 5 (1). Retrieved 04/04/2009 from http://meria.idc.ac.il/journal/2001/issue/jv5n1a8.html
  • Magos, Κ. (2006) The autobiographical experience as a tool for intercultural aware- ness in a teacher training. In the Proceedings of the International Conference of European Society for Research for the Education of Adult (ESREA) Life Histo- ry and Biography Network: «Transitional spaces. Transitional processes and research». http://esrea2006.ece.uth.gr/downloads/magos.doc Retrieved 07/12/2013 from
  • Magos, K. (2013) “If on a cold winter night, a foreigner…”: Researching the percep- tions of student kindergarten teachers about the ethnic Balkan “Other”. In the Proceedings of the International Conference: «Myths of the Other in the Bal- kans. Representations, social practices and performances», Thessaloniki: Uni- versity of Macedonia, 123-137.
  • Magos K. & Kontogianni A. (2009). «When Ali meets Angeliki: A research of student teachers perceptions for the ethnic other». In the Proceedings of the Internation- al Congress of Comparative Literature and the Teaching of Literature and Lan- guage: «We Speak the Same Culture». Ankara: Gazi University: 475 – 489.
  • Mendoza, J. & Reese, D. (2001). Examining multicultural picture books for the ear- lychildhood classroom: Possibilities and pitfalls. Retrieved 10/03/2011 from http://ecrp.uiuc.edu/v3n2/mendoza.html
  • Mertan, B. (2011). Children's perception of national identity and in-group/out-group attitudes: Turkish-Cypriot school children. European Journal of Developmen- talPsychology, 8 (1), 74-86.
  • Mezirow, J. Transformative Dimensions of Adult Learning. San Francisco: Jossey- Bass, 1991.
  • Millas, H. (2001). Greeks‟ and Turks‟ images. Athens: Alexandreia. (in Greek)
  • Olson, M.R. (2000). Linking personal and professional knowledge of teaching practice through narrative inquiry. The Teacher Educator, 35 (4), 109 -127.
  • Pavlenko, A. (2002). Narrative study. Whose story is it, anyway? TESOL Quarterly, 36 (2), 213-218.
  • Rampton, B., Charalambous, P. & Charalambous, C. (2014). De-securitising Turkish: Teaching the language of a former enemy and intercultural language education. Working Papers in Urban Languages and Literacies, 137, 1-20.
  • Spyrou, S. (2006). Constructing “the Turk” as an enemy: The complexity of stereo- types in children‟s everyday worlds. South European Society and Politics, 11 (1), 95 – 110.
  • Vavrus M. (2002). Transforming the Multicultural Education of Teachers. Theory, Research and Practice. New York: Teachers College Press.
  • Villegas A.M. and Tamara L. (2002). Educating Culturally Responsive Teachers. A Coherent Approach. New York: State University of New York Press.
  • Zabel, M.K. (1991). Storytelling, Myths and Folktales: Strategies for Multicultural Inclusion. Preventing School Failure: Alternative Education for Children and Youth, 36 (1), 32-34.
  • Zipes, J. (1997). Happily, ever after. Fairy tales, children and the culture of industry. London: Routledge.
There are 27 citations in total.

Details

Other ID JA96CZ46DG
Journal Section Research Article
Authors

Kostas Magos This is me

Publication Date December 1, 2015
Published in Issue Year 2015 Volume: 4 Issue: 2

Cite

APA Magos, K. (2015). Onlar erdi muradına biz çıkalım kerevetine” Türk ve Yunan öğretmenlerin “etnik” öteki hakkındaki algılarının “anlatı’ kullanılarak ortaya konulması. Journal of Teacher Education and Educators, 4(2), 188-205.