ÖĞRENCİ, ÖĞRETMEN VE OKUL MÜDÜRLERİNİN GÖRÜŞLERİNE GÖRE GÖÇMEN DOSTU OKUL

Year 2021, TÜRKİYE’DE VE DÜNYADA GÖÇMEN EĞİTİMİ, 1131 - 1162, 22.12.2021

Yusuf Alpaydın , Abdussamet Aktaş

https://doi.org/10.37669/milliegitim.958429

Abstract

Bu araştırmanın amacı göçmen öğrencilerin uyum sürecinde yaşadıkları sorunları tespit etmek, okula ve topluma uyumları sürecinde gerçekleştirilen çabaları ortaya koymak ve böylece göçmen dostu okul tanımını yaparak, bu okulun özelliklerini belirlemektir. Bu doğrultuda nitel araştırma yöntemi benimsemiş olup, katılımcıların görüşleri fenomonolojik bir yaklaşımla derinlemesine analiz edilmiştir. Veri toplama aracı olarak, araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme soruları kullanılmıştır. Çalışma grubu; amaçlı örnekleme yöntemiyle belirlenmiş olup, 2020-2021 eğitim öğretim yılında İstanbul ili Beykoz ilçesinde lise kademesinde öğrenim görmekte olan 8 göçmen öğrenci, göçmen öğrencisi bulunan lise kademesi okullardan 5 yönetici ve benzer şekilde lise kademesinde göçmen öğrencilerin derslerine girmiş 5 öğretmenden oluşmaktadır. Elde edilen veriler betimsel içerik analizine tabi tutulmuştur. Bulgular örgütsel sosyalizasyon teorisi çerçevesinde değerlendirilmiş, göçmen dostu şehir ve göçmen dostu hastane analojileri yapılarak yorumlanmıştır. Bulgulara göre göçmen öğrenciler uyum sürecinde akademik, sosyal, kültürel ve ailevi sorunlarla karşılaşmakta, göçmen dostu okullar ise çeşitli örgütsel sosyalizasyon taktiklerini kullanarak akademik, sosyal, kültürel destek ve ebeveyn desteği kategorilerinde çaba göstermektedirler. Bu doğrultuda göçmen dostu okul kavramı; “akademik, sosyal, kültürel destek ve ebeveyn desteği kategorilerinde gereken çabaları göstererek göçmen öğrencinin ve ebeveynin okula ve topluma uyumunu kolaylaştıran eğitim örgütleri” olarak tanımlanmıştır. Bulgulara göre göçmen dostu okulların özellikleri; sosyal katılım, kültürel etkileşim, erişimi kolaylaştırma, ekonomik destek, aile katılımı sağlama, akademik destek, psikolojik destek, göçmen öğrenciyi kabul, eşitlik şeklindedir.

Keywords

Göçmen, Eğitim, Dost, Okul

AN IMMIGRANT-FRIENDLY SCHOOL ACCORDING TO THE VIEWS OF STUDENTS, TEACHERS AND PRINCIPALS

Abstract

The aim of this research is to detect the problems that immigrant students experience during adaptation process; to demonstrate efforts made in the adaptation process to school and society and to provide a definition for immigrant-friendly school while also listing the qualities of this school. To achieve that objective, qualitative research method was adopted and via administering phenomenological approach, participants' views were analyzed in-depth. Semi-structured interview questions designed by researchers themselves were used as data collection tool. Population was determined through purposeful sampling method. The group consists of 8 immigrant students studying in high school grade during 2020-2021 academic year in Beykoz district of İstanbul city; 5 principals from high schools where immigrant students study and similarly 5 high school teachers having taught in immigrant students' lessons. Descriptive content analysis was administered to obtained data. Attained findings were examined within the framework of the theory of organizational socialization and interpreted by conducting immigrant-friendly city and immigrant-friendly hospital analogies. According to these findings during adaptation process immigrant students were exposed to academic, social, cultural and domestic(family-related) problems, and that immigrant-friendly schools put efforts in academic, social, cultural and parental support categories by harnessing varied organizational socialization tactics. Accordingly, immigrant-friendly school concept has been defined as; “an academic institution which-by making efforts needed- in academic, social, cultural support and parental support categories, expediting immigrant students' and their parents' adaptation to school and society”. According to findings, qualities of an immigrant-friendly school are; enabling social participation, cultural interaction, facilitating access, financial assistance, family participation; offering academic support, psychological support; welcoming immigrant students and equality.

Keywords

Immigrant, Education, Friend, School

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