ASYA-PASİFİK ÜLKELERİNDEKİ GÖÇMEN ÇOCUKLARA YÖNELİK PROGRAM VE POLİTİKALARIN SOSYOKÜLTÜREL VE EĞİTİMSEL ANALİZİ: ÇOKLU BİR DURUM ÇALIŞMASI

Year 2024, Volume: 5 Issue: 2, 337 - 354, 27.12.2024

Can Sakar

https://doi.org/10.69643/kaped.1561222

Abstract

Bu çalışma, uzun yıllardır yüksek göç akımlarına maruz kalan seçilmiş Asya-Pasifik ülkelerinde göçmen çocukların eğitimine yönelik uygulanan göçmen eğitim programları ve politikalarını eğitimsel ve sosyokültürel açılardan analiz etmeyi amaçlamaktadır. Bu araştırma çoklu bir durum çalışmasına dayanmaktadır. Çalışma grubu, dört Asya-Pasifik ülkesini (Amerika Birleşik Devletleri, Yeni Zelanda, Japonya ve Kore Cumhuriyeti) içermektedir. Çalışmanın verileri, göçmen çocukların eğitimi konusunda seçilmiş ülkeler tarafından hazırlanan ve uygulanan resmi belgelerden oluşmuş olup içerik analizi aracılığıyla analiz edilmiştir. Eğitimsel açıdan bakıldığında bu çalışma, birçok ülkenin göçmen çocukların geçmiş akademik deneyimleri, kültürel arka planları, ve sosyal yaşam standartlarını göz önünde bulundurarak programlarında veya politikalarında göçmen çocuklara pedagojik yollar aracılığıyla bireysel öğrenme fırsatları sağladığını bulmuştur. Eğitim programlarında ve politikalarında gözlenen ikinci eğitimsel bakış açısı, dil gelişim programlarının rolü ve önemi üzerinedir. Sosyokültürel açıdan bakıldığında bu çalışma, birçok ülkenin özellikle göçmen çocuklar için ev sahibi ülkeye ilk girişlerinden devam eden yıllara değin herhangi bir kesinti/idari zorluğa maruz kalmadan sürekli bir sosyal uyum desteği sağlamayı amaçladığını ortaya çıkarmıştır. Bu çalışma, göç hareketlerine giderek daha fazla maruz kalan, yerel ve uluslararası göçmenleri sosyal sistemlerine kabul etme ve adaptasyonlarını sağlama konusunda kapsamlı tarihsel deneyime sahip olmayan ülkeler için temel politika eylemlerini önermektedir.

Keywords

göçmen çocuklar, eğitim programları, Asya-Pasifik, göçmen politikaları

SOCIOCULTURAL AND EDUCATIONAL ANALYSIS OF PROGRAMS AND POLICIES FOR MIGRANT CHILDREN IN ASIA-PACIFIC COUNTRIES: A MULTIPLE CASE STUDY

Abstract

This study aims to analyze the educational and sociocultural aspects of migrant education programs and policies implemented in selected Asia-Pacific countries exposed to high migration flows for many years. This research was based on a multiple case study design. The study group included four Asia-Pacific (the United States, New Zealand, Japan and the Republic of Korea) countries. The data for this study consisted of official documents and was analyzed using content analysis. From an educational standpoint, this study found that most countries provided individual learning opportunities for migrant children in their programs or policies through pedagogical ways, considering migrant children’s past academic experiences, cultural backgrounds, and social life standards. The second educational perspective observed in education programs or policies was the role and importance of language development programs. From a sociocultural standpoint, most countries aimed to provide continuous social adaptation support, especially for migrant children, from their first entry into the host country to the following years without exposure to interruption/administrative challenges. This study suggests key policy actions for countries that are increasingly exposed to migration movements and do not have extensive historical experience in accepting and integrating domestic and international migrants into their social systems.

Keywords

migrant children, education programs, Asia-Pacific, migrant policies

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