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Yaratıcı Drama ve Resimli Çocuk Kitapları: Kültürlerarası Duyarlılığı Geliştirmek İçin Örnek Bir Uygulama

Year 2019, Volume: 14 Issue: 1, 55 - 72, 01.01.2019

Abstract

2011’de başlayan Suriye iç savaşı ve beraberinde Suriye’den Türkiye’ye yönelen göç sonucunda Türkiye’nin içyapısında meydana gelen sosyal, ekonomik ve kültürel değişiklikler ve sosyal yaşamda oluşan çok katmanlı çeşitlilik beraberinde kültürlerarası duyarlılığın önemini daha da artırmıştır. Türkiye’de Suriyeli sığınmacılar özelinde yapılan bilimsel araştırmalar genel olarak değerlendirildiğinde, Suriyeli mültecilere yönelik toplumun dilinde olumsuz kanaatlerin dolaşımını sağlayan duyumlar ve damgalayıcı stereotiplerin kullanılmaya başladığı görülmektedir. Araştırma sonuçlarının ortaya koyduğu bu olumsuz tabloyu silecek ve Türkiye’de kültürlerarası duyarlılığı artıracak önemli çabalara ihtiyaç duyulmaktadır. Bu çalışmada da bu çabalara belki de katkı sağlayacak, en azından bir yol gösterecek bir örnek uygulama üzerinde durulmuştur. Yaratıcı damanın ve resimli çocuk kitaplarının birlikte nasıl güçlü bir potansiyel oluşturduğu ve kültürlerarası duyarlılığı geliştirmedeki rolleri bilimsel literatür ve örnek bir uygulama üzerinden aktarılmıştır.

References

  • Aaltonen, H. (2006). Intercultural bridges in teenagers’ theatrical events: performing self and constructing cultural identity through a creative drama process. Finland: Abo Academy University Press.
  • Adıgüzel, H.Ö. (2006). Yaratıcı drama kavramı, bileşenleri ve aşamaları. Yaratıcı Drama Dergisi, 1(1), 17-30.
  • Adıgüzel, Ö. (2012). Eğitimde yaratıcı drama. Ankara: Naturel Yayıncılık.
  • Aktaş, E. ve Gülçür, İ. (2017). Suriyelilere yönelik toplumsal kabulü ve uyumu etkileyen sosyo-ekonomik faktörler: mersin ili Mezitli ilçesi örneği. Toplum ve Demokrasi Dergisi, 11(3), 235-248.
  • Alfred, G., Byram, M. ve Fleming, M. (Eds.). (2002). Intercultural experience and education. New York: Multilingual Matters Ltd.
  • Aykaç, M. ve İlhan, A. Ç. (2014). The effect of creative drama activities set up with child literature texts on speaking skills. Ankara University, Journal of Faculty of Educational Sciences, 47(1), 209-234.
  • Barret, M. (2018). How schools can promote the intercultural competence of young people. European Psychologist, 23, 93-104.
  • Barrett, M., Byram, M., Lázár, I., Mompoint-Gaillard, P. ve Philippou, S. (2013). Developing intercultural competence through education. France: Council of Europe Publishing.
  • Bennett, J.M. (2008). On becoming a global soul. In V. Savicki (Ed.), Developing intercultural competence and transformation: Theory, research and application in international education (pp. 13-31). Sterling: Stylus.
  • Bennett, M. J. (1986). A developmental approach to training for intercultural sensitivity. International Journal of Intercultural Relations, 10, 179-195.
  • Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In Paige R.M. (Ed.), Education for the Intercultural Experience (pp. 21-72). Yarmouth, Maine: Intercultural Press.
  • Bennet, M. J. (1998) Intercultural communication: a current perspective. In M. J. Bennett (Ed.), Basic concepts of intercultural communication: selected readings. Yarmouth, ME: Intercultural Press.
  • Bennett, M. J. (2009). De ning, measuring, and facilitating intercultural learning: A conceptual introduction to the intercultural education double supplement. Intercultural Education 20, 1–13.
  • Brahmachari, S. (1998). Stages of the world. In D. Hornbrook (Ed.), On the subject of drama, (pp. 18-35). London: Routledge.
  • Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multi- lingual Matters Ltd.
  • Çakır, S. (2011). Geleneksel Türk kültüründe göç ve toplumsal değişme. Sosyal Bilimler Dergisi, 24, 129-142. Castles, S. ve Miller, M.J. (2008). Göçler Çağı: Modern dünyada uluslararası göç hareketleri. (Çev. B. U. Bal ve İ. Akbulut), İstanbul: İstanbul Bilgi Üniversitesi.
  • Chen, G. M. ve Starosta, W. J. (1996). Intercultural communication competence: A Synthesis. Communication Yearbook 19, 353-383.
  • Deardorff, D. K. (2006). Identi cation and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266.
  • Deardorff, D.K. (2004). The identi cation and assessment of intercultural competence as a student outcome of internationalization at institutions of higher education in the United States (Unpublished doctoral dissertation). North Carolina State University, North Carolina.
  • Dillioğlu, B. (2015). Suriyeli mültecilerin entegrasyonu: Türkiye’nin eğitim ve istihdam politikaları. Akademik Orta Doğu, 10, 1-22.
  • Dolan, A.M. (2014). Intercultural education, picture books and refugees: Approaches for language teachers. CLELE Journal, 2, 92-109.
  • Donelan, K. (2002). Embodied practices: Ethnography and intercultural drama in the classroom. NJ Drama Australian Journal, 26(2), 35-44.
  • Donelan, K. (2010). Drama as intercultural education: An ethnographic study of an intercultural performance
  • project in a secondary school. Youth Theatre Journal, 24(1), 19-33.
  • Erkan, G. ve Aykaç, M. (2014). Samet Behrengi’nin kitaplarıyla kurgulanan yaratıcı drama etkinliklerinin öğ-
  • rencilerin yazma becerilerine etkisi. Uluslararası Sosyal Araştırmalar Dergisi, 7(31), 600-610.
  • Fantini, A. (2009). Assessing intercultural competence: Issues and Tools. In D. K. Deardorff (Ed.), The SAGE
  • handbook of intercultural competence. Thousand Oaks, California: Sage.
  • Fleming, M. (2006). Justifying the arts: Drama and intercultural education. Journal of Aesthetic Education, (1), 54-64.
  • Freire, P. ve Macedo, D. (1987). Literacy: Reading the word and the world. Westport, CT: Bergin & Garvey.
  • Güllüpınar, F. (2012). Göç olgusunun ekonomi-politiği ve uluslararası göç kuramları üzerine bir değerlendir- me. Yalova Üniversitesi Sosyal Bilimler Dergisi, 2(4), 53-85.
  • Hammer, M. R., Bennett, M. J. ve Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International journal of intercultural relations, 27(4), 421-443.
  • Harrington, J. M. (2016). “We’re all kids!” Picture books and cultural awareness. The Social Studies, 107(6), 244-256.
  • Hofstede, G., Hofstede, J.G. ve Minkow, M. (2010). Culture and organizations. New York: The McGraw-Hill Companies.
  • Hope, J. (2008). “One day we had to run”: The development of the refugee identity in children’s literature and its function in education. Children’s Literature in Education, 39(4), 295-304.
  • Kap, D. (2014). Suriyeli mülteciler: Türkiye’nin müstakbel vatandaşları. Akademik Perspektif, 30-35. Kardeş, S., Banko, Ç. ve Akman, B. (2017). Sosyal medyada Suriyeli sığınmacılara yönelik algı: Bir sözlük değerlendirmesi. Göç Dergisi, 4(2), 185-200.
  • Kelin, D.A. (2007). The perspective from within: Drama and children’ s literature. Early Childhood Education Journal, 35(3), 277-284.
  • Kemple, K. M., Lee, I. R. ve Harris, M. (2016). Young children’s curiosity about physical differences associ- ated with race: Shared reading to encourage conversation. Early Childhood Education Journal, 44(2), 97-105.
  • Kumarasinghe, D.M. (2016). The role of picture books in developing an emphatic response towards cultural difference (Unpublished doctoral dissertation). Queensland University of Technology, Australia.
  • Levent, F. ve Çayak, S. (2017). Türkiye’de Suriyeli öğrencilerin eğitimine yönelik okul yöneticilerinin görüş- leri. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 14(1), 21-46.
  • Lickteig, M. J. ve Danielson, K. E. (1995). Use children’s books to link the cultures of the world. The Social Studies, 86(2), 69-73.
  • Lin, M.S. (1999). The effects of creative drama on story comprehension for children in Taiwan (Unpublished doctoral dissertation). Arizona State University, USA.
  • McCaslin, N. (1990). Creative drama in the classroom. California: Longman.
  • Mizuno, M., Okçu, S.T ve Hemels, V. (2017). Kayıktaki çocuk. İstanbul: Timaş.
  • Monroe, L. ve Ruan, J. (2018). Increasing early childhood preservice teachers’ intercultural sensitivity through the ABCs. Journal of Early Childhood Teacher Education, 39(1), 1-15.
  • Needlands, J. (1998). Beginning drama 11-14. London: David Fulton Publishers.
  • Nixon, J. (1987). Teaching drama. A teaching skills workbook. London: McMillan Education.
  • Özdemir, E. (2017). Suriyeli mültecilerin Türkiye’deki algıları. Savunma Bilimleri Dergisi, 16(1), 115-136.
  • Papastergoadis, N. (1999). The turbulence of migration. Cambridge: Polity Press.
  • Perry, L. B. ve Southwell, L. (2011). Developing intercultural understanding and skills: Models and approach- es. Intercultural Education, 22(6), 453-466.
  • Piazzoli, E. C. (2008). Process drama & foreign language teaching: spontaneity and intercultural awareness
  • at an advanced level of pro ciency (Unpublished master’s thesis). Grif th University, Brisbane.
  • Pieski, M. K. F. (2011). Developing intercultural sensitivity through immersion experiences in unfamiliar cultural milieux: Implications for teacher education and professional development (Unpublished doctoral dissertation). Kent State University, Kent.
  • Salopelto, H. (2008). Intercultural competence through drama: A teaching experiment (Unpublished master’s thesis). University of Jyväskylä, Finland.
  • Schef er S. (2009) Immigration and the signi cance of culture. In N. Holtug., K. Lippert-Rasmussen, & S. Lægaard (Eds.), Nationalism and multiculturalism in a world of immigration (pp. 119-150). London: Pal- grave Macmillan.
  • Short, K. G. (2009). Critically reading the word and the world: Building intercultural understanding through literature. Bookbird: A Journal of International Children’s Literature, 47(2), 1-10.
  • Sönmez, M. E. ve Adıgüzel, F. (2017). Türkiye’de Suriyeli sığınmacı algısı: Gaziantep şehri örneği. Gaziantep University Journal of Social Sciences, 16(3), 797-808.
  • Suriyeli çocukların Türk eğitim sistemine entegrasyonunun desteklenme projesi. (2018, Kasım 23). https:// pictes.meb.gov.tr/izleme/ adresinden ulaşılmıştır.
  • Susar Kırmızı, F. (2009). Türkçe dersinde yaratıcı drama yöntemine dayalı yaratıcı yazma çalışmalarının yaz- maya yönelik tutuma etkisi. Yaratıcı Drama Dergisi. 4(7), 51-68.
  • Talkington, B., L. Lengel ve M. Byram. (2004). Setting the context, highlighting the importance: Reflections on interculturality and pedagogy. The Higher Education Academy Subject Centre for Languages, Linguistics and Area Studies.
  • Uluslararası Göç Örgütü. (2009). Göç terimleri sözlüğü. Cenevre: Uluslararası göç örgütü.
  • Uzun, Z. ve Özcan, E. (2017). Sosyoloji lisans öğrencilerinin Suriyeli sığınmacı ve mülteciler hakkındaki metaforik algıları. Journal of Human Sciences, 14(3), 2925-2948.
  • United Nations, Department of Economic and Social Affairs, Population Division. (2017). International migration report 2017: Highlights (Report No. ST/ESA/SER.A/404). New York: United Nations.
  • Wang, J. (2013). Moving towards ethnorelativism: A framework for measuring and meeting students’ needs in cross-cultural business and technical communication. Journal of Technical Writing and Communication, 43(2), 201-218.
  • Yaylacı, F. G. (2017). Eskişehir yerel basınında “Mülteciler” ve “Suriyeliler”. Sosyoloji Araştırmaları Dergi- si, 20(1), 1-40.
  • Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024-1054. Wiseman, J. V. (2017). Young refugees in Glasgow: The politics of living and celebrating multiculture. Geoforum.
  • Zimmermann, K. F. (1995). Tackling the European migration problems. Journal of Economic Perspectives, 9(2), 45-62.
Year 2019, Volume: 14 Issue: 1, 55 - 72, 01.01.2019

Abstract

References

  • Aaltonen, H. (2006). Intercultural bridges in teenagers’ theatrical events: performing self and constructing cultural identity through a creative drama process. Finland: Abo Academy University Press.
  • Adıgüzel, H.Ö. (2006). Yaratıcı drama kavramı, bileşenleri ve aşamaları. Yaratıcı Drama Dergisi, 1(1), 17-30.
  • Adıgüzel, Ö. (2012). Eğitimde yaratıcı drama. Ankara: Naturel Yayıncılık.
  • Aktaş, E. ve Gülçür, İ. (2017). Suriyelilere yönelik toplumsal kabulü ve uyumu etkileyen sosyo-ekonomik faktörler: mersin ili Mezitli ilçesi örneği. Toplum ve Demokrasi Dergisi, 11(3), 235-248.
  • Alfred, G., Byram, M. ve Fleming, M. (Eds.). (2002). Intercultural experience and education. New York: Multilingual Matters Ltd.
  • Aykaç, M. ve İlhan, A. Ç. (2014). The effect of creative drama activities set up with child literature texts on speaking skills. Ankara University, Journal of Faculty of Educational Sciences, 47(1), 209-234.
  • Barret, M. (2018). How schools can promote the intercultural competence of young people. European Psychologist, 23, 93-104.
  • Barrett, M., Byram, M., Lázár, I., Mompoint-Gaillard, P. ve Philippou, S. (2013). Developing intercultural competence through education. France: Council of Europe Publishing.
  • Bennett, J.M. (2008). On becoming a global soul. In V. Savicki (Ed.), Developing intercultural competence and transformation: Theory, research and application in international education (pp. 13-31). Sterling: Stylus.
  • Bennett, M. J. (1986). A developmental approach to training for intercultural sensitivity. International Journal of Intercultural Relations, 10, 179-195.
  • Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In Paige R.M. (Ed.), Education for the Intercultural Experience (pp. 21-72). Yarmouth, Maine: Intercultural Press.
  • Bennet, M. J. (1998) Intercultural communication: a current perspective. In M. J. Bennett (Ed.), Basic concepts of intercultural communication: selected readings. Yarmouth, ME: Intercultural Press.
  • Bennett, M. J. (2009). De ning, measuring, and facilitating intercultural learning: A conceptual introduction to the intercultural education double supplement. Intercultural Education 20, 1–13.
  • Brahmachari, S. (1998). Stages of the world. In D. Hornbrook (Ed.), On the subject of drama, (pp. 18-35). London: Routledge.
  • Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multi- lingual Matters Ltd.
  • Çakır, S. (2011). Geleneksel Türk kültüründe göç ve toplumsal değişme. Sosyal Bilimler Dergisi, 24, 129-142. Castles, S. ve Miller, M.J. (2008). Göçler Çağı: Modern dünyada uluslararası göç hareketleri. (Çev. B. U. Bal ve İ. Akbulut), İstanbul: İstanbul Bilgi Üniversitesi.
  • Chen, G. M. ve Starosta, W. J. (1996). Intercultural communication competence: A Synthesis. Communication Yearbook 19, 353-383.
  • Deardorff, D. K. (2006). Identi cation and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266.
  • Deardorff, D.K. (2004). The identi cation and assessment of intercultural competence as a student outcome of internationalization at institutions of higher education in the United States (Unpublished doctoral dissertation). North Carolina State University, North Carolina.
  • Dillioğlu, B. (2015). Suriyeli mültecilerin entegrasyonu: Türkiye’nin eğitim ve istihdam politikaları. Akademik Orta Doğu, 10, 1-22.
  • Dolan, A.M. (2014). Intercultural education, picture books and refugees: Approaches for language teachers. CLELE Journal, 2, 92-109.
  • Donelan, K. (2002). Embodied practices: Ethnography and intercultural drama in the classroom. NJ Drama Australian Journal, 26(2), 35-44.
  • Donelan, K. (2010). Drama as intercultural education: An ethnographic study of an intercultural performance
  • project in a secondary school. Youth Theatre Journal, 24(1), 19-33.
  • Erkan, G. ve Aykaç, M. (2014). Samet Behrengi’nin kitaplarıyla kurgulanan yaratıcı drama etkinliklerinin öğ-
  • rencilerin yazma becerilerine etkisi. Uluslararası Sosyal Araştırmalar Dergisi, 7(31), 600-610.
  • Fantini, A. (2009). Assessing intercultural competence: Issues and Tools. In D. K. Deardorff (Ed.), The SAGE
  • handbook of intercultural competence. Thousand Oaks, California: Sage.
  • Fleming, M. (2006). Justifying the arts: Drama and intercultural education. Journal of Aesthetic Education, (1), 54-64.
  • Freire, P. ve Macedo, D. (1987). Literacy: Reading the word and the world. Westport, CT: Bergin & Garvey.
  • Güllüpınar, F. (2012). Göç olgusunun ekonomi-politiği ve uluslararası göç kuramları üzerine bir değerlendir- me. Yalova Üniversitesi Sosyal Bilimler Dergisi, 2(4), 53-85.
  • Hammer, M. R., Bennett, M. J. ve Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International journal of intercultural relations, 27(4), 421-443.
  • Harrington, J. M. (2016). “We’re all kids!” Picture books and cultural awareness. The Social Studies, 107(6), 244-256.
  • Hofstede, G., Hofstede, J.G. ve Minkow, M. (2010). Culture and organizations. New York: The McGraw-Hill Companies.
  • Hope, J. (2008). “One day we had to run”: The development of the refugee identity in children’s literature and its function in education. Children’s Literature in Education, 39(4), 295-304.
  • Kap, D. (2014). Suriyeli mülteciler: Türkiye’nin müstakbel vatandaşları. Akademik Perspektif, 30-35. Kardeş, S., Banko, Ç. ve Akman, B. (2017). Sosyal medyada Suriyeli sığınmacılara yönelik algı: Bir sözlük değerlendirmesi. Göç Dergisi, 4(2), 185-200.
  • Kelin, D.A. (2007). The perspective from within: Drama and children’ s literature. Early Childhood Education Journal, 35(3), 277-284.
  • Kemple, K. M., Lee, I. R. ve Harris, M. (2016). Young children’s curiosity about physical differences associ- ated with race: Shared reading to encourage conversation. Early Childhood Education Journal, 44(2), 97-105.
  • Kumarasinghe, D.M. (2016). The role of picture books in developing an emphatic response towards cultural difference (Unpublished doctoral dissertation). Queensland University of Technology, Australia.
  • Levent, F. ve Çayak, S. (2017). Türkiye’de Suriyeli öğrencilerin eğitimine yönelik okul yöneticilerinin görüş- leri. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 14(1), 21-46.
  • Lickteig, M. J. ve Danielson, K. E. (1995). Use children’s books to link the cultures of the world. The Social Studies, 86(2), 69-73.
  • Lin, M.S. (1999). The effects of creative drama on story comprehension for children in Taiwan (Unpublished doctoral dissertation). Arizona State University, USA.
  • McCaslin, N. (1990). Creative drama in the classroom. California: Longman.
  • Mizuno, M., Okçu, S.T ve Hemels, V. (2017). Kayıktaki çocuk. İstanbul: Timaş.
  • Monroe, L. ve Ruan, J. (2018). Increasing early childhood preservice teachers’ intercultural sensitivity through the ABCs. Journal of Early Childhood Teacher Education, 39(1), 1-15.
  • Needlands, J. (1998). Beginning drama 11-14. London: David Fulton Publishers.
  • Nixon, J. (1987). Teaching drama. A teaching skills workbook. London: McMillan Education.
  • Özdemir, E. (2017). Suriyeli mültecilerin Türkiye’deki algıları. Savunma Bilimleri Dergisi, 16(1), 115-136.
  • Papastergoadis, N. (1999). The turbulence of migration. Cambridge: Polity Press.
  • Perry, L. B. ve Southwell, L. (2011). Developing intercultural understanding and skills: Models and approach- es. Intercultural Education, 22(6), 453-466.
  • Piazzoli, E. C. (2008). Process drama & foreign language teaching: spontaneity and intercultural awareness
  • at an advanced level of pro ciency (Unpublished master’s thesis). Grif th University, Brisbane.
  • Pieski, M. K. F. (2011). Developing intercultural sensitivity through immersion experiences in unfamiliar cultural milieux: Implications for teacher education and professional development (Unpublished doctoral dissertation). Kent State University, Kent.
  • Salopelto, H. (2008). Intercultural competence through drama: A teaching experiment (Unpublished master’s thesis). University of Jyväskylä, Finland.
  • Schef er S. (2009) Immigration and the signi cance of culture. In N. Holtug., K. Lippert-Rasmussen, & S. Lægaard (Eds.), Nationalism and multiculturalism in a world of immigration (pp. 119-150). London: Pal- grave Macmillan.
  • Short, K. G. (2009). Critically reading the word and the world: Building intercultural understanding through literature. Bookbird: A Journal of International Children’s Literature, 47(2), 1-10.
  • Sönmez, M. E. ve Adıgüzel, F. (2017). Türkiye’de Suriyeli sığınmacı algısı: Gaziantep şehri örneği. Gaziantep University Journal of Social Sciences, 16(3), 797-808.
  • Suriyeli çocukların Türk eğitim sistemine entegrasyonunun desteklenme projesi. (2018, Kasım 23). https:// pictes.meb.gov.tr/izleme/ adresinden ulaşılmıştır.
  • Susar Kırmızı, F. (2009). Türkçe dersinde yaratıcı drama yöntemine dayalı yaratıcı yazma çalışmalarının yaz- maya yönelik tutuma etkisi. Yaratıcı Drama Dergisi. 4(7), 51-68.
  • Talkington, B., L. Lengel ve M. Byram. (2004). Setting the context, highlighting the importance: Reflections on interculturality and pedagogy. The Higher Education Academy Subject Centre for Languages, Linguistics and Area Studies.
  • Uluslararası Göç Örgütü. (2009). Göç terimleri sözlüğü. Cenevre: Uluslararası göç örgütü.
  • Uzun, Z. ve Özcan, E. (2017). Sosyoloji lisans öğrencilerinin Suriyeli sığınmacı ve mülteciler hakkındaki metaforik algıları. Journal of Human Sciences, 14(3), 2925-2948.
  • United Nations, Department of Economic and Social Affairs, Population Division. (2017). International migration report 2017: Highlights (Report No. ST/ESA/SER.A/404). New York: United Nations.
  • Wang, J. (2013). Moving towards ethnorelativism: A framework for measuring and meeting students’ needs in cross-cultural business and technical communication. Journal of Technical Writing and Communication, 43(2), 201-218.
  • Yaylacı, F. G. (2017). Eskişehir yerel basınında “Mülteciler” ve “Suriyeliler”. Sosyoloji Araştırmaları Dergi- si, 20(1), 1-40.
  • Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024-1054. Wiseman, J. V. (2017). Young refugees in Glasgow: The politics of living and celebrating multiculture. Geoforum.
  • Zimmermann, K. F. (1995). Tackling the European migration problems. Journal of Economic Perspectives, 9(2), 45-62.
There are 67 citations in total.

Details

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

Kasım Yıldırım 0000-0003-1406-709X

Necdet Aykaç 0000-0001-8020-713X

Sevde Tuba Okçu This is me 0000-0001-9058-7244

Publication Date January 1, 2019
Published in Issue Year 2019 Volume: 14 Issue: 1

Cite

APA Yıldırım, K., Aykaç, N., & Okçu, S. T. (2019). Yaratıcı Drama ve Resimli Çocuk Kitapları: Kültürlerarası Duyarlılığı Geliştirmek İçin Örnek Bir Uygulama. Yaratıcı Drama Dergisi, 14(1), 55-72.