Hendek, A. (2019). Uluslarüstü din eğitimi politikası ve etkisi: türkiye ve ingiltere'deki politika aktörlerinden perspektifler. Türkiye Din Eğitimi Araştırmaları Dergisi, 7, 37-60.

Year 2019, Issue: 7, 37 - 60, 27.06.2019

Abdurrahman Hendek

Abstract

Avrupa'daki
devlet okullarındaki din eğitimi, Avrupa İnsan Hakları Sözleşmesi'nde ve Avrupa
İnsan Hakları Mahkemesi içtihadında belirtilen insan hakları prensiplerine
uygun olması gerekmektedir. Dahası, son yirmi yılda uluslarüstü kuruluşlar
devlet okullarındaki din eğitimi ile ilgili tavsiyeler ve kılavuzlar
yayınlamışlardır. Bu nitel araştırmada, İngiltere ve Türkiye'deki politika
aktörlerinin uluslarüstü din eğitimi politikasını ve artan etkisini nasıl
yorumladığı ve algıladığı incelenmektedir. Bunun için akademisyenlerden dini ve
seküler kurum temsilcilerine, öğretmenlerden üst düzey devlet görevlilerine
kadar çeşitli politika aktörleri ile (n40) görüşmeler yapılmıştır. Bulgular,
politika aktörlerinin uluslarüstü din eğitimi politikasını ve etkisini farklı
ve çelişkili şekillerde yorumladığını ve anladığını göstermektedir. Bunun
yanında, politika aktörlerinin uluslararası din eğitimi politikasını kendi din
eğitimi politikalarını desteklemek için kullandıkları görülmektedir. Bu
bulgular sonucu ortaya çıkan hususlar makalenin sonunda tartışılmaktadır. 

Keywords

Din eğitimi, Uluslarüstü din eğitimi politikası, Türkiye, İngiltere, Politika aktörleri

Hendek, A. (2019). Supranational religious education policy and its influence: Perspectives from policy actors in Turkey and England. Türkiye Din Eğitimi Araştırmaları Dergisi, 7, 37-60.

Abstract

Religious
education in state schools in Europe has to be consistent with the human rights
principles expressed in the European Convention on Human Rights, and in the
case-law of the European Court of Human Rights. Moreover, in the last two
decades, supranational organisations have published recommendations and
guidelines pertaining to religious education in state schools. In this
qualitative research, how policy actors in England and Turkey interpret and
perceive supranational religious education policy and its growing influence is
analysed.  In-depth interviews were
conducted with various policy actors (n40) ranging from academics to
representatives of religious and secular organisations and from teachers to
state officials. The findings suggest that the policy actors interpret and
understand the supranational religious

education
policy and its influence differently and contradictorily. What is more, it
seems that supranational religious education policy is appropriated and used
selectively by policy actors to promote their desired religious education
model. Implications arise from these findings are discussed at the end of the
article. 

Keywords

Religious education, Supranational religious education policy, Turkey, England, Policy actors

References

• Akboga, S. (2016). The expansion of compulsory education in Turkey: local and world culture dynamics. Compare: A Journal of Comparative and International Education, 46(5), 789-810. doi:10.1080/03057925.2015.1106306
• Alberts, W. (2007). Integrative religious education in europe: A study-of-religions approach. Berlin: Walter De Gruyter.
• Arnove, R. F., Torres, C. A., & Franz, S. (Eds.). (2013). Comparative education: The dialectic of the global and the local (4th ed.). Lanham: Rowman and Littlefield Publishers.
• Arthur, J., & Holdsworth, M. (2012). The European Court of Human Rights, secular education and public schooling. British Journal of Educational Studies, 60(2), 129-149. doi:10.1080/00071005.2012.661402
• Aşlamacı, İ., & Kaymakcan, R. (2017). A model for Islamic education from Turkey: the İmam-Hatip schools. British Journal of Religious Education, 39(3), 279-292. doi:10.1080/01416200.2015.1128390
• Aydın, M. Z. (2007). Okulda din dersi tartışmaları (Türkiye’de din dersinin tarihi, teorik yapısı, bazı ülkelerle karşılaştırılması). Cumhuriyet Üniversitesi İlahiyat Fakültesi Dergisi, 11(2), 7-51.
• Bahçekapılı, M. (2014). The ebb and flow of religious education in Turkey since february 28, 1997. Ilahiyat Studies, 5(1), 79-111. doi:10.12730/13091719.2014.51.99
• Ball, S. J. (1994). Education reforms: A critical and post structural approach. Buckingham: Open University Press.
• Bardakoğlu, A. (2008). AİHM, İslam’a Hristiyanlık gibi bakıyor. Retrieved from http://dergi.altinoluk.com/index.php?sayfa=yillar&MakaleNo=d266s048m1
• Bereday, G. Z. F. (1964). Comparative method in education. New York: Holt, Rinehart and Winston.
• Berkes, N. (1964). The development of secularism in Turkey. Montreal: McGill University Press.
• Bowe, R., Ball, S. J., & Gold, A. (1992). Reforming education and changing schools: Case studies in policy sociology. London: Routledge.
• Bråten, O. M. H. (2009). A comparative study of religious education in state schools in England and Norway. (PhD Thesis), University of Warwick.
• Chater, M., & Erricker, C. (2013). Does religious education have a future? London: Routledge.
• Commission on Religious Education. (2018). Religion and worldviews: The way forward a national plan for RE. Retrieved from https://www.commissiononre.org.uk/wp-content/uploads/2018/09/Final-Report-of-the-Commission-on-RE.pdf
• Cooling, T. (2010). Doing god in education. London: Theos.
• Cooling, T., Green, B., Morris, A., & Revell, L. (2016). Christian faith in English Church schools: Research conversations with classroom teachers. Oxford: Peter Lang.
• Council of Europe. (1999). The Parliamentary Assembly of the Council of Europe recommendation 1396 on religion and democracy. Retrieved from http://assembly.coe.int/nw/xml/XRef/Xref-XML2HTML-en.asp?fileid=16672&lang=en
• Council of Europe. (2005). Parliamentary Assembly Recommendation 1720 on education and religion. Retrieved from http://assembly.coe.int/nw/xml/XRef/Xref-XML2HTML-en.asp?fileid=17373&lang=en
• Council of Europe. (2007). Recommendation 1804 on state, religion, secularity and human rights. Retrieved from http://assembly.coe.int/nw/xml/XRef/Xref-XML2HTML-en.asp?fileid=17568&lang=en
• Council of Europe. (2008). Recommendation CM/Rec 12 of the committee of ministers to member states on the dimension of religions and non-religions convictions within intercultural education. Retrieved from https://wcd.coe.int/ViewDoc.jsp?id=1386911&Site=CM%20accessed%201%20July%202012
• Cush, D. (2007). Should religious studies be part of the compulsory state school curriculum? British Journal of Religious Education, 29(3), 217-227. doi:10.1080/01416200701479471
• Cush, D. (2016). Policy and implementation: Local, regional, national, international, global. British Journal of Religious Education, 38(3), 224-228. doi:10.1080/01416200.2016.1205845
• Dale, R. (2005). Globalisation, knowledge economy and comparative education. Comparative Education, 41(2), 117-149.
• Dale, R., & Robertson, S. (Eds.). (2009). Globalisation and Europeanisation in education. Oxford: Symposium Books.
• Doğan, R., & Altaş, N. (2004). Din öğretiminde yeni yöntem tartışmalarında kuramdan uygulamaya: İlköğretim din kültürü ve ahlak bilgisi programı (Ankara modeli). Değerler Eğitimi Dergisi, 2(6), 23-38.
• ECRI. (2016). Report on Turkey. Retrieved from http://www.coe.int/t/dghl/monitoring/ecri/Country-by-country/Turkey/TUR-CbC-V-2016-037-ENG.pdf
• ECtHR. (2007a). Case of Folgerø and others v. Norway (Application no. 15472/02). Retrieved from http://hudoc.echr.coe.int/sites/eng/pages/search.aspx?i=001-81356
• ECtHR. (2007b). Case of Hasan and Eylem Zengin v. Turkey (Application no. 1448/04). Retrieved from http://hudoc.echr.coe.int/sites/eng/pages/search.aspx?i=001-82580
• ECtHR. (2014). Case of Mansur Yalçın and others v. Turkey (Application no. 21163/11). Retrieved from http://hudoc.echr.coe.int/sites/eng-press/pages/search.aspx?i=003-4868983-5948734
• ERI. (2007). Religion and schooling in Turkey: The need for reform. Istanbul: Education Reform Initiative.
• European Commission. (2015). Turkey progress report. Retrieved from http://ec.europa.eu/enlargement/pdf/key_documents/2015/20151110_report_turkey.pdf
• Fancourt, N. (2013). Religious education across Europe: Contexts in policy scholarship. In G. Skeie, J. Everington, I. ter Avest, & S. Miedema (Eds.), Exploring context in religious education research: Empirical, methodological and theoretical perspectives (pp. 193-212). Münster: Waxmann.
• Freeman, M. (2004). The problem of secularism in human rights theory. Human Rights Quarterly, 26, 375-400.
• Gale, T. (1999). Policy trajectories: Treading the discursive path of policy analysis. Discourse: Studies in the Cultural Politics of Education, 20(3), 393-407. doi:10.1080/0159630990200304
• Gearon, L. (2012). European religious education and European civil religion. British Journal of Educational Studies, 60(2), 151-169. doi:10.1080/00071005.2012.671929
• Gearon, L. (2018). Paradigm shift in religious education: A reply to jackson, or why religious education goes to war. Journal of Beliefs & Values, 39(3), 358-378. doi:10.1080/13617672.2017.1381438
• Genç, M. F. (2018). Values education or religious education? An alternative view of religious education in the secular age, the case of Turkey. Education Sciences, 8(4), 1-16. doi:10.3390/educsci8040220
• Ginsburg, M. B., Cooper, S., Raghu, R., & Zegarra, H. (1990). National and world-System explanations of educational reform. Comparative Education Review, 34(4), 474-499.
• Griffiths, T. G., & Arnove, R. F. (2015). World culture in the capitalist world-system in transition. globalisation, societies and education. 13(1), 88-108. doi:10.1080/14767724.2014.967488
• Gündüz, T. (2018). “Religious education” or “teaching about eeligion”? A review of compulsory religous culture and ethics lessons in Turkish primary and secondary schools. Religion and Human Rights, 13(2), 153-178. doi:10.1163/18710328-13021140
• Hammersley, M. (2003). Recent radical criticism of interview studies: Any implications for the sociology of education? British Journal of Sociology of Education, 24(1), 119-126.
• Hammersley, M. (2015). On ethical principles for social research. International Journal for Social Research Methodology, 18(4), 433-449. doi:10.1080/13645579.2014.924169
• Hendek, A. (2019). Country report: Turkey. British Journal of Religious Education, 41(1), 8-13. doi:10.1080/01416200.2019.1532227
• Hunter-Henin, M. (Ed.) (2011). Law, religious freedoms and education in Europe. Farnham: Ashgate.
• Jackson, R. (2014). Signposts - policy and practice for teaching about religions and non-religious world views in intercultural education. Strasbourg: The Council of Europe.
• Jackson, R. (2017). ‘Who’s afraid of secularisation?’ A response to David Lewin. British Journal of Educational Studies, 65(4), 463-468. doi:10.1080/00071005.2017.1358804
• Kallo, J., & Rinne, R. (Eds.). (2006). Supranational regimes and national education policies. Turku: Finnish Educational Research Association.
• Kaya, N. (2009). Forgotten or assimilated? Minorities in the education system of Turkey. Retrieved from http://minorityrights.org/wp-content/uploads/old-site-downloads/download-632-Forgotten-or-Assimilated-Minorities-in-the-Education-System-of-Turkey.pdf
• Kaymakcan, R. (2006). Religious education culture in modern Turkey. In M. De Souza, G. Durka, K. Engebretson, R. Jackson, & A. McGrady (Eds.), International Handbook of the Religious, Moral and Spiritual Dimensions in Education (pp. 449-460). Dordrecht: Springer.
• Keast, J. (Ed.) (2006). Religious diversity and intercultural education : A reference book for schools (Vol. Provisional Edition). Strasbourg: Council of Europe Publishing.
• Köylü, M., & Turan, I. (2012). Avrupa Birliği ülkelerinde din eğitimi: Kuram ve uygulamalar. In M. Köylü & N. Altaş (Eds.), Din Eğitimi [Religious Education] (Vol. 2nd, pp. 95-129). Ankara: Gündüz.
• Kuburić, Z., & Moe, C. (Eds.). (2006). Religion and pluralism in Education: Comparative approaches in the Western Balkans. Novi Sad: Centre for Empirical Researches on Religion in cooperation with the Kotor Network.
• Matemba, Y. H. (2011). A comparative study of religious education in Scotland and Malawi with special reference to developments in the secondary school sector, 1970-2010. (PhD Thesis), University of Glasgow.
• Meral, Z. (2015). Compulsory religious education in Turkey: A survey and assessment of textbooks. Washington: United States Commission on International Religious Freedom.
• Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3. ed.). Los Angeles: Sage.
• MRG. (n.d.). Turkey - Alevis. Retrieved from http://minorityrights.org/minorities/alevis/
• OSCE. (2007). Toledo Guiding Principles on teaching about religions and beliefs in public schools: Prepared by ODIHR Advisory Council of experts on freedom of religion and belief. Warsaw: OSCE/ODIHR.
• Osmer, R. R., & Schweitzer, F. (2003). Religious education between modernization and globalization: new perspectives on the United States and Germany. Michigan: Eerdmans.
• Pépin, L. (2009). Teaching about religions in European school systems: Policy issues and trends. London: Alliance Publishing Trust.
• Peters, B. G. (1998). Comparative politics: Theory and methods. Basingstoke: Macmillah.
• Popov, Z., & Ofstad, A. M. (2006). Religious education in Bosnia and Herzegovina. In Z. Kuburić & C. Moe (Eds.), Religion and pluralism in education: Comparative approaches in the Western Balkans (pp. 73-106). Novi Sad: The Centre for Empirical Researches on Religion in cooperation with the Kotor Network.
• Relaño, E. (2010). Educational pluralism and freedom of religion: Recent decisions of the European Court of Human Rights. British Journal of Religious Education, 32(1), 19-29. doi:10.1080/01416200903332049
• Richardson, N. (2016). Issues and dilemmas in religious education and human rights: Perspectives on applying the Toledo Guiding Principles to a divided society. In M. L. Pirner, J. Lähnemann, & H. Bielefeldt (Eds.), Human rights and religion in educational contexts (pp. 295-306). Switzerland: Springer.
• Schreiner, P. (2006). The religious, moral and spiritual dimensions of education: National, regional and international constitutional and legal frameworks. In M. De Souza, G. Durka, K. Engebretson, R. Jackson, & A. McGrady (Eds.), International handbook of the religious, moral and spiritual dimensions in education (pp. 857-868). Dordrecht: Springer.
• Schweitzer, F. (2015). Comparing religious education in schools in European countries: Challenges for international comparative research. In M. Jäggle, M. Rothgangel, & T. Schlag (Eds.), Religious education at schools in Europe: Part 1: Central Europe (pp. 15-38). Göttingen: Vandenhoeck & Ruprecht.
• Slotte, P. (2011). Securing freedom whilst enhancing competence: The 'knowledge about Christianity, religions and life stances' subject and the judgment of the European Court of Human Rights. Religion and Human Rights, 6(1), 41-73. doi:10.1163/187103211X543644
• Smrke, M., & Rakar, T. (2006). Religious education in Slovenia. In Z. Kuburić & C. Moe (Eds.), Religion and pluralism in education: Comparative approaches in the Western Balkans (pp. 9-38). Novi Sad: The Centre for Empirical Researches on Religion in cooperation with the Kotor Network.
• USCIRF. (2017). Annual report of the U.S. Commission on international religious freedom. Washington, DC: United States Commission on International Religious Freedom.
• Willaime, J.-P. (2007). Different models for religion and education in Europe. In R. Jackson, S. Miedema, W. Weisse, & J. P. Willaime (Eds.), Religion and education in Europe: developments, contexts and debates (pp. 57-66). Münster: Waxmann.
• Zengin, M. (2017). Cumhuriyet dönemi din dersi öğretim programları ve ders kitaplarında dinler, inançlar ve İslam düşüncesinde yorumlar. İstanbul: Dem.