Research Article
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2030 Sürdürülebilir Kalkınma Gündeminde Küresel Vatandaşlık ve Türkiye

Year 2021, Volume: 6 Issue: 1, 57 - 66, 31.05.2021

Abstract

Birleşmiş Milletler Genel Kurulunda tüm üye ülkelerin kabulü ile yayımlanan “2030 Sürdürülebilir Kalkınma Gündeminde” üzerinde önemle durulan başlıklardan birisi küresel vatandaş yetiştirme hedefidir. Birleşmiş Milletler bu hedefle ilgili üye ülkelerin ihtiyaç duyabileceği destek ve rehberliği sağlama görevini Birleşmiş Milletler Eğitim, Bilim ve Kültür Örgütüne (UNESCO) vermiştir. UNESCO, üye devletlere küresel vatandaşlık eğitiminde rehberlik yapmak amacıyla Küresel Vatandaşlık Eğitimi (Global Citizenship Education / GCED) paradigmasını geliştirmiştir. Bu çalışmada “2030 Sürdürülebilir Kalkınma Gündeminde” küresel vatandaş yetiştirme hedefi doğrultusunda GCED paradigması ve Türkiye Cumhuriyeti Devleti’nin bu hedefle ilgili görüş ve eylemleri incelenmiştir. Araştırmada literatür taraması kullanılmıştır. İncelenen raporlarda küresel vatandaşlık eğitiminde neo-liberal yaklaşımların odak noktası olan istihdam piyasasına uyumlu bireyler yetiştirme amacının vurgulandığı görülmektedir. UNESCO tarafından hazırlanan ve neo-liberal yaklaşımların aksine birlikte yaşama kültürüne vurgu yapan GCED paradigmasının sağlayabileceği faydaların anlaşılabilmesi için bu paradigmanın incelendiği çalışmaların arttırılması gerektiği düşünülmektedir.

References

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  • Davies, I., Evans, M., ve Reid, A. (2005). Globalisıng citizenship education? A critique of “global education” and “citizenship education. British Journal of Educational Studies, 53 (1), 66–89.
  • Andreotti, V. O. (2014). Soft versus critical global citizenship education. Development Education in Policy and Practice, 21–31. Dill, J. S. (2013). The longings and limits of global citizenship education: The moral pedagogy of schooling in a cosmopolitan age. New York: Routledge.
  • Dower, N. (2000). The idea of global citizenship-A sympathetic assessment. Global society, 14(4), 553-567.
  • Falk, R. (1994). The making of global citizen. In B. Van Steernbergen (Ed.), The condition of citizenship (s. 39-50). London: SAGE Publications Ltd.
  • Goren, H. ve Yemini, M. (2017). Global citizenship education redefined-A systematic review of empirical studies on global citizenship education. International Journal of Educational Research, 82, 170–183.
  • Guttal, S. (2007). Globalisation, Development in Practice, 17 (4/5), 523-531.
  • Kant, I. (2010), Perpetual peace a philosophical sketch, Minneapolis, Minnesota: Shapco Printing, Inc.
  • Karatekin, K. ve Taban, M.H. (2017). Understanding global citizenship levels of Turkish Erasmus students in Poland from different variables. European Journal of Multidisciplinary Studies, 2 (6), 206-215.
  • Karatekin, K. ve Taban, M.H. (2018). Global citizenship levels of Polish üniversity students and Turkish Erasmus students in Poland. Acta Didactica Napocensia, 11 (1), 41-59.
  • Keohane, R. O. ve Nye Jr., J.S. (2003). Glabalization: What's new? what's not? (and so what?). D. Held, & A. McGrew (Ed.) The Global Transformations Reader An Introduction to the Globalization Debate. (S.75-83), Cambridge:Polity Press in association with Blackwell Publishing Ltd.
  • Morais, D. B ve Ogden, A.C. (2011). Initial development and validation of the global citizenship scale. Journal of Studies in International Education, 15 (5), 445-466.
  • Oxfam (2015). Education for global citizenship: A guide for schools. Oxfam GB. edu-global-citizenship-schools-guide-091115-en.pdf (openrepository.com), Erişim Tarihi: 08.05.202.
  • Oxley, L., ve Morris, P. (2013). Global citizenship: A Typology for distinguishing its multiple conceptions. British Journal of Educational Studies, 61 (3), 301–325.
  • Pais, A. ve Costa, M. (2017). An ideology critique of global citizenship education. Critical Studies in Education, 61 (1), 1–16.
  • Parmenter, L. (2011). Power and place in the discourse of global citizenship education. Globalisation, Societies and Education, 9 (3-4), 367–380.
  • Pigozzi, M. J. (2006). A UNESCO view of global citizenship education. Educational Review, 58 (1), 1–4.
  • Pogge, T. (2005) World poverty and human rights. Ethics & International Affairs, 19 (1), 1-7.
  • Robertson, R. (1992). Globalization social theory and global culture. New York: Sage Publications Ltd.
  • Schattle, H.(2009), Global citizenship in theory and practice, R. Lewin.(Ed.), The Handbook of Practice and Research in Study Abroad: Higher Education and the Quest for Global Citizenship, (s.3-32), New York: Routledge.
  • Taban, M.H. ve Karatekin, K. (2017). Explaining global citizenship levels of Polish university students from different variables. European Journal of Multidisciplinary Studies, 2 (6), 216-224.
  • Taylor, S., Rizvi, F., Lıngard, B. ve Henry, M. (1997) Educational Policy And The Politics of Change. London: Routledge.
  • Toukan, E. V. (2017). Educating citizens of “the global”: Mapping textual constructs of UNESCO’s global citizenship education 2012–2015. Education, Citizenship and Social Justice, 13 (1), 51–64.
  • Türkiye Cumhuriyeti Kalkınma Bakanlığı (2016). Report on Turkey’s initial steps towards the ımplementation of the 2030 agenda for sustainable Development. http://www.surdurulebilirkalkinma.gov.tr/wp content/uploads/2016/07/2030_Raporu.pdf Erişim Tarihi: 02.01.2021.
  • Türkiye Cumhuriyeti Kalkınma Bakanlığı (2017). Sürdürülebilir Kalkınma Hedefleri Kapsamında Türkiye’nin Mevcut Durum Analizi Projesi Ana Rapor. http://www.ceidizleme.org/ekutuphaneresim/dosya/753_1.pdf Erişim Tarihi: 02.02.2021.
  • Türkiye Cumhuriyeti Cumhurbaşkanlığı. (2019a). Strateji ve Bütçe Başkanlığı. Sürdürülebilir Kalkınma Amaçları Değerlendirme Raporu. https://sbb.gov.tr/wp-content/uploads/2020/03/Surdurulebilir-Kalkinma-Amaclari-Degerlendirme-Raporu_13_12_2019-WEB.pdf Erişim Tarihi: 23.12.2020.
  • Türkiye Cumhuriyeti Cumhurbaşkanlığı (2019b). Sürdürülebilir Kalkınma Amaçları Türkiye 2. Ulusal Gözden Geçirme Raporu “Ortak Hedefler İçin Sağlam Temeller” https://sbb.gov.tr/wp-content/uploads/2020/03/Surdurulebilir-Kalkinma-Amaclari-Turkiye-2nci-Ulusal-Gozden-Gecirme-Raporu_TR-WEB.pdf Erişim : 01.01.2021.
  • UNESCO (2014a). Global citizenship education: preparing learners for the challenges of the 21st century. file:///C:/Users/HP/Downloads/227729eng.pdf,Erişim Tarihi: 08.05.2021.
  • UNESCO (2014b). 37 C/4 2014-2021 medium term strategy. France: UNESCO.
  • UNESCO (2017). UNESCO moving forward the 2030 agenda for sustainable development. https://en.unesco.org/creativity/sites/creativity/files/247785en.pdf Erişim Tarihi: 03.01.2021.
  • URL1. Compass: manual for human rights education with young people, Erişim Tarihi: 25.12.2020, https://www.coe.int/en/web/compass/globalisation
  • URL 2. Global citizenship education. https://en.unesco.org/themes/gced Erişim Tarihi: 21.12.2020.
  • URL3. UNESCO constitution. http://portal.unesco.org/en/ev.php- URL_ID=15244&URL_DO=DO_TOPIC&URL_SECTION=201.html Erişim Tarihi: 18.12.2020.
  • URL 4. 2023 eğitim vizyonu. http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf Erişim Tarihi: 08.05.2021.
  • URL 5. Kültürel ifadelerin çeşitliliğinin korunması ve geliştirilmesi sözleşmesi. https://www.unesco.org.tr/Pages/179/177/ Erişim Tarihi: 08.03.2021.
Year 2021, Volume: 6 Issue: 1, 57 - 66, 31.05.2021

Abstract

References

  • BM (2015). Transforming our world: the 2030 agenda for sustainable development. https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E Erişim Tarihi:25.11.2020.
  • Carter, A. (2001). The politicial theory of global citizenship. London: Routledge.
  • Davies, I. ve Pike, G. (2009). Global Citizenship education challenges and possibilities, global citizenship in theory and practice, R. Lewin.(Ed.), The Handbook of Practice and Research in Study Abroad: Higher Education and the Quest for Global Citizenship, (s. 61-78) New York: Routledge.
  • Davies, I., Evans, M., ve Reid, A. (2005). Globalisıng citizenship education? A critique of “global education” and “citizenship education. British Journal of Educational Studies, 53 (1), 66–89.
  • Andreotti, V. O. (2014). Soft versus critical global citizenship education. Development Education in Policy and Practice, 21–31. Dill, J. S. (2013). The longings and limits of global citizenship education: The moral pedagogy of schooling in a cosmopolitan age. New York: Routledge.
  • Dower, N. (2000). The idea of global citizenship-A sympathetic assessment. Global society, 14(4), 553-567.
  • Falk, R. (1994). The making of global citizen. In B. Van Steernbergen (Ed.), The condition of citizenship (s. 39-50). London: SAGE Publications Ltd.
  • Goren, H. ve Yemini, M. (2017). Global citizenship education redefined-A systematic review of empirical studies on global citizenship education. International Journal of Educational Research, 82, 170–183.
  • Guttal, S. (2007). Globalisation, Development in Practice, 17 (4/5), 523-531.
  • Kant, I. (2010), Perpetual peace a philosophical sketch, Minneapolis, Minnesota: Shapco Printing, Inc.
  • Karatekin, K. ve Taban, M.H. (2017). Understanding global citizenship levels of Turkish Erasmus students in Poland from different variables. European Journal of Multidisciplinary Studies, 2 (6), 206-215.
  • Karatekin, K. ve Taban, M.H. (2018). Global citizenship levels of Polish üniversity students and Turkish Erasmus students in Poland. Acta Didactica Napocensia, 11 (1), 41-59.
  • Keohane, R. O. ve Nye Jr., J.S. (2003). Glabalization: What's new? what's not? (and so what?). D. Held, & A. McGrew (Ed.) The Global Transformations Reader An Introduction to the Globalization Debate. (S.75-83), Cambridge:Polity Press in association with Blackwell Publishing Ltd.
  • Morais, D. B ve Ogden, A.C. (2011). Initial development and validation of the global citizenship scale. Journal of Studies in International Education, 15 (5), 445-466.
  • Oxfam (2015). Education for global citizenship: A guide for schools. Oxfam GB. edu-global-citizenship-schools-guide-091115-en.pdf (openrepository.com), Erişim Tarihi: 08.05.202.
  • Oxley, L., ve Morris, P. (2013). Global citizenship: A Typology for distinguishing its multiple conceptions. British Journal of Educational Studies, 61 (3), 301–325.
  • Pais, A. ve Costa, M. (2017). An ideology critique of global citizenship education. Critical Studies in Education, 61 (1), 1–16.
  • Parmenter, L. (2011). Power and place in the discourse of global citizenship education. Globalisation, Societies and Education, 9 (3-4), 367–380.
  • Pigozzi, M. J. (2006). A UNESCO view of global citizenship education. Educational Review, 58 (1), 1–4.
  • Pogge, T. (2005) World poverty and human rights. Ethics & International Affairs, 19 (1), 1-7.
  • Robertson, R. (1992). Globalization social theory and global culture. New York: Sage Publications Ltd.
  • Schattle, H.(2009), Global citizenship in theory and practice, R. Lewin.(Ed.), The Handbook of Practice and Research in Study Abroad: Higher Education and the Quest for Global Citizenship, (s.3-32), New York: Routledge.
  • Taban, M.H. ve Karatekin, K. (2017). Explaining global citizenship levels of Polish university students from different variables. European Journal of Multidisciplinary Studies, 2 (6), 216-224.
  • Taylor, S., Rizvi, F., Lıngard, B. ve Henry, M. (1997) Educational Policy And The Politics of Change. London: Routledge.
  • Toukan, E. V. (2017). Educating citizens of “the global”: Mapping textual constructs of UNESCO’s global citizenship education 2012–2015. Education, Citizenship and Social Justice, 13 (1), 51–64.
  • Türkiye Cumhuriyeti Kalkınma Bakanlığı (2016). Report on Turkey’s initial steps towards the ımplementation of the 2030 agenda for sustainable Development. http://www.surdurulebilirkalkinma.gov.tr/wp content/uploads/2016/07/2030_Raporu.pdf Erişim Tarihi: 02.01.2021.
  • Türkiye Cumhuriyeti Kalkınma Bakanlığı (2017). Sürdürülebilir Kalkınma Hedefleri Kapsamında Türkiye’nin Mevcut Durum Analizi Projesi Ana Rapor. http://www.ceidizleme.org/ekutuphaneresim/dosya/753_1.pdf Erişim Tarihi: 02.02.2021.
  • Türkiye Cumhuriyeti Cumhurbaşkanlığı. (2019a). Strateji ve Bütçe Başkanlığı. Sürdürülebilir Kalkınma Amaçları Değerlendirme Raporu. https://sbb.gov.tr/wp-content/uploads/2020/03/Surdurulebilir-Kalkinma-Amaclari-Degerlendirme-Raporu_13_12_2019-WEB.pdf Erişim Tarihi: 23.12.2020.
  • Türkiye Cumhuriyeti Cumhurbaşkanlığı (2019b). Sürdürülebilir Kalkınma Amaçları Türkiye 2. Ulusal Gözden Geçirme Raporu “Ortak Hedefler İçin Sağlam Temeller” https://sbb.gov.tr/wp-content/uploads/2020/03/Surdurulebilir-Kalkinma-Amaclari-Turkiye-2nci-Ulusal-Gozden-Gecirme-Raporu_TR-WEB.pdf Erişim : 01.01.2021.
  • UNESCO (2014a). Global citizenship education: preparing learners for the challenges of the 21st century. file:///C:/Users/HP/Downloads/227729eng.pdf,Erişim Tarihi: 08.05.2021.
  • UNESCO (2014b). 37 C/4 2014-2021 medium term strategy. France: UNESCO.
  • UNESCO (2017). UNESCO moving forward the 2030 agenda for sustainable development. https://en.unesco.org/creativity/sites/creativity/files/247785en.pdf Erişim Tarihi: 03.01.2021.
  • URL1. Compass: manual for human rights education with young people, Erişim Tarihi: 25.12.2020, https://www.coe.int/en/web/compass/globalisation
  • URL 2. Global citizenship education. https://en.unesco.org/themes/gced Erişim Tarihi: 21.12.2020.
  • URL3. UNESCO constitution. http://portal.unesco.org/en/ev.php- URL_ID=15244&URL_DO=DO_TOPIC&URL_SECTION=201.html Erişim Tarihi: 18.12.2020.
  • URL 4. 2023 eğitim vizyonu. http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf Erişim Tarihi: 08.05.2021.
  • URL 5. Kültürel ifadelerin çeşitliliğinin korunması ve geliştirilmesi sözleşmesi. https://www.unesco.org.tr/Pages/179/177/ Erişim Tarihi: 08.03.2021.
There are 37 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Emrullah Karatekin

Publication Date May 31, 2021
Published in Issue Year 2021 Volume: 6 Issue: 1

Cite

APA Karatekin, E. (2021). 2030 Sürdürülebilir Kalkınma Gündeminde Küresel Vatandaşlık ve Türkiye. Türkiye Bilimsel Araştırmalar Dergisi, 6(1), 57-66.