Research Article
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Year 2018, Volume: 15 Issue: 1, 749 - 789, 29.11.2018

Nihat Kotluk , Serhat Kocakaya

Abstract

The purpose of this study is to introduce and discuss
Culturally Relevant/Responsive Education (CRE), which can be seen as an
alternative approach for Turkey, in the context of students' diversity in
Turkey and related literature. Based on document analysis of the qualitative
research methods, the researchers examined the articles, books, reports etc.
downloaded from the university database, for about 3 years (2015-2018), for the
purposes of the study. Based on the findings; Turkey, as it is in every period
of history, is a multicultural country, that has hosted many different cultures
with its 7 geographical regions and 81 provinces. Also, there are many students
who have different disabilities and need special education in Turkey's
Educational System. On the other hand, the number of refugee students has been
increasing dramatically in Turkey, for the last 5 years. According to the
reports about equity in education in
Turkey, there is achievement gap among students regarding gender, life in rural
or urban areas, the number of siblings, home language, school types,
socioeconomic levels, and geographic regions. In line with education for all, equity in education and equality of educational opportunity, it is important to arrange
teaching-learning process in such a way that it should include all these
students. Thus, in order to be more inclusive
in education, it can be said that there is a need for an alternative approach
for Turkey and CRE may be relevant. It is expected that this study will be a
resource for teachers, educators, and policymakers who are interested in
educating the students who are culturally, socially, economically, and linguistically
different and for researchers who are interested in CRE in Turkey.

Keywords

Cultural Diversity Culturally Relevant Pedagogy Culturally Responsive Teaching Teachers Competence

References

  • Aguirre, J. M., & del Rosario Zavala, M. (2013). Making culturally responsive mathematics teaching explicit: A lesson analysis tool, Pedagogies: An international journal, 8(2), 163-190.
  • Aronson, B., & Laughter, J. (2015). The theory and practice of culturally relevant education a synthesis of research across content areas. Review of Educational Research, 1-44.
  • Ataç, E. (2017). Türkiye'de eğitim eşitsizliğini okumak: İstatistikler ve coğrafi dağılımlar, Eğitim ve Bilim, 42, (192).
  • Au, K. H. (1980). Participation structures in a reading lesson with Hawaiian children: Analysis of a culturally appropriate instructional event. Anthropology & Education Quarterly, 11 (2), 91-115.
  • Au, K. H. (2007). Culturally responsive instruction: Application to multiethnic classrooms. Pedagogies: An International Journal, 2(1), 1-18.
  • Aydın, H. (2013). Dünya'da ve Türkiye'de çokkültürlü eğitim tartışmaları ve uygulamaları. Ankara: Nobel Akademik Yayıncılık. Banks, C. A. M & Banks, J. A. (1995) Equity pedagogy: An essential component of multicultural education, Theory Into Practice, 34 (3), 152-158
  • Banks, J. A., & Banks, C. A. M. (Eds.). (2010). Multicultural education: Issues and perspectives (7th ed.). Hoboken, NJ: John Wiley.
  • Brown, J. C., & Crippen, K. J. (2016). Designing for culturally responsive science education through professional development. International Journal of Science Education, 38(3), 470-492.
  • Brown, J. C. (2017). A metasynthesis of the complementarity of culturally responsive and inquiry‐based science education in K‐12 settings: Implications for advancing equitable science teaching and learning. Journal of Research in Science Teaching, 54(9), 1143-1173.
  • Brown, J. C., & Crippen, K. J. (2017). The knowledge and practices of high school science teachers in pursuit of cultural responsiveness. Science Education, 101(1), 99-133.
  • Delaney, C.J., Lee, K.S. ve Bos, B. (2017). Evaluating Instruction for Culturally Responsive Teaching Using a STEM Curriculum Review Rubric. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 394-397). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). from https://www.learntechlib.org/p/177313/. adresinden erişildi.
  • Dover, A.,G. (2013). Teaching for social justice: from conceptual frameworks to classroom practices, Multicultural Perspectives, 15:1, 3-11
  • Eğitim Reformu Girişimi-ERG, (2017). Bir Arada Yaşamı ve Geleceği Kapsayıcı Eğitimle İnşa Etmek. https://indd.adobe.com/view/6066c857-843a-4d49-b7e9-77f635a950cf adresinden 12.12.2017 tarihinde erişildi.
  • Erdem, C. (2017). Sınıfında mülteci öğrenci bulunan sınıf öğretmenlerinin yaşadıkları öğretimsel sorunlar ve çözüme dair önerileri. Medeniyet Eğitim Araştırmaları Dergisi, 1(1), 26-42.
  • Foster, M. (1995). African American teachers and culturally relevant pedagogy. In J. A. Banks & C. A.M. Banks (Eds.) , Handbook of research on multicultural education (pp . 570-581). New York : Macmillan
  • Freire. P. (1991). Ezilenlerin pedagojisi. Çev: D. Hattatoğlu ve E.Özbek. İstanbul: Ayrıntı Yayınları.
  • Gay, G. (1988). Designing relevant curricula for diverse learners. Education and urban society, 20(4), 327-340.
  • Gay, G. (1994). At the essence of learning: Multicultural education. [Çevrim-içi: https://files.eric.ed.gov/fulltext/ED386410.pdf], Erişim tarihi: 29 Ekim 2017.
  • Gay, G. (1997). The relationship between multicultural and democratic education. The Social Studies, 88(1), 5–11.
  • Gay, G. (2002a). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.
  • Gay, G. (2002b). Culturally responsive teaching in special education for ethnically diverse students: setting the stage. Qualitative studies in education, 6, 613-629
  • Gay, G. (2009). Similar concerns, different perspectives of social studies and multicultural education, Social Studies Review, 48(1), 25–27.
  • Gay, G. (2010). Acting on beliefs in teacher education for cultural diversity. Journal of Teacher Education, 61(1–2), 143–152.
  • Gay, G. (2013). Teaching to and through cultural diversity, Curriculum Inquiry, 43:1
  • Gay, G. (2014). Kültürel değerlere duyarlı eğitim: Teori, araştırma ve uygulama (2. Baskı). Hasan Aydın (Çev. Ed.). Ankara: Anı Yayıncılık.
  • Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. (3rd Ed.).Teachers College Press.
  • Giroux, H. A. (1984). Ideology, culture, and the process of schooling. Temple University Press.
  • Hollins, E. (2011). Teacher preparation for quality teaching. Journal of Teacher Education, 62(4), 395-407
  • Illich, I.D. (2013). Okulsuz toplum (7.Baskı). İstanbul: Şule Yayınları.
  • Karataş, K. ve Oral, B. (2016). Kültürel değerlere duyarlı pedagoji. Akademik Sosyal Araştırmalar Dergisi, 4 (34), 431-447
  • Keehne, C. N., Sarsona, M. W., Kawakami, A. J., & Au, K. H. (2018). Culturally Responsive Instruction and Literacy Learning. Journal of Literacy Research, 50(2), 141-166.
  • KONDA. (2006). Biz Kimiz? Toplumsal Yapı Araştırması. Konda Araştırma ve Danışmanlık.http://www.konda.com.tr/tr/raporlar/2006_09_KONDA_Toplumsal_Yapi.pdf
  • KONDA. (2007). Gündelik hayatta din, laiklik ve türban araştırması. http://www.konda.com.tr/tr/raporlar/2007_09_KONDA_Gundelik_Yasam.pdf
  • KONDA. (2011). Kürt meselesi'nde algı ve beklentiler. İstanbul: İletişim Yayınları.
  • Kotluk, N. ve Kocakaya, S. (2016). Culturally responsive/relevant pedagogy: Teachers' competencies, instruction and classroom management. 4.rd International Conference on Curriculum and Instruction: Curriculum Studies in Teacher Education, 27-30 October 2016, Antalya, Turkey.
  • Kotluk, N. ve Kocakaya, S. (2017a). A content analysis of graduate dissertations conducted in the field of multicultural education in Turkey (2001-2016). 26thInternational Congress on Educational Sciences (ICES), 20-23 April, 2017, Antalya, Turkey,
  • Kotluk, N., ve Kocakaya, S. (2017b). Teachers' culturally relevant teaching self-efficacy beliefs in Turkey: A scale development study. 2nd Eurasian Conference on Language and Social Sciences (ECLSS 2017), 29 September -October 1, 2017, Antalya, Turkey.
  • Kotluk, N. (2018). Kültürel değerlere duyarlı eğitime ilişkin öğretmenlerin öz-yeterlik algılarının ve görüşlerinin incelenmesi. Yayımlanmamış doktora tezi. Yüzüncü Yıl Üniversitesi, Van.
  • Kultas, E. (2017). Türkiye' de Bulunan Eğitim Çağındaki Suriyeli Mültecilerin Eğitimi Sorunu (Van İli Örneği), Yayımlanmamış yüksek lisans tezi, Van.
  • Ladson-Billings, G. (1990). Like lightning in a bottle: Attempting to capture the pedagogical excellence of successful teachers of Black students. International Journal of Qualitative Studies in Education, 3,335-344.
  • Ladson-Billings, G. (1991). Beyond multicultural illiteracy. Journal of Negro Education, 60(2), 147-157
  • Ladson-Billings, G. (1992a). Culturally relevant teaching: The key to making multicultural education work. In C.A. Grant(Ed.), Research and multicultural education (pp. 106-121). London: Falmer Press.
  • Ladson-Billings, G. (1992b). Liberatory consequences of Literacy: A case of culturally relevant instruction for African American students. Journal of Negro Education, 61, 378-391.
  • Ladson-Billings, G. (1992c) Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching. Theory into Practice, 31(4), 312-320
  • Ladson-Billings, G. (1995a). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34, 159-165
  • Ladson-Billings, G. (1995b). Toward a theory of culturally relevant pedagogy, American Educational Research Journal, 32(3), 465-491.
  • Ladson-Billings, G. (1998). Just what is critical race theory and what's it doing in a nice field like education? In E. Taylor, D. Gillborn, & G. Ladson-Billings (Eds.), Foundations of critical race theory in education (pp. 17-36). Abingdon, NJ: Routledge.
  • Ladson-Billings, G. (2005). Is the team all right. Journal of Teacher Education, 56(3), 229-234.
  • Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3-12.
  • Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey Bass Publishers.
  • Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: The remix. Harvard Educational Review, 84(1), p. 74-84. MEB. (2008). Öğretmen yeterlikleri: Öğretmenlik mesleği genel ve özel alan yeterlikleri. Ankara: Devlet Kitapları Müdürlüğü.
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Türkiye için Alternatif Bir Anlayış: Kültürel Değerlere Duyarlı Eğitim

Year 2018, Volume: 15 Issue: 1, 749 - 789, 29.11.2018

Nihat Kotluk , Serhat Kocakaya

Abstract

Bu çalışmanın amacı, Kültürel Değerlere Duyarlı Eğitim (KDDE) anlayışını literatüre
dayalı olarak kapsamlı bir şekilde incelemek ve KDDE'yi Türkiye'nin sahip
olduğu kültürel farklılıklar bağlamında Türkiye için alternatif bir eğitim
anlayışı olarak tartışmaktır. Araştırma, nitel araştırma yöntemlerinden doküman
analizine dayalı olarak yapılmıştır. Veriler, araştırmacılar tarafından
yaklaşık üç yıl süren (2015-2018) ulusal ve uluslararası alan yazın taramaları
sonucu toplanmıştır. Araştırmada KDDE'nin önemli temsilcilerine ait 15 makale
ve 5 kitap temel veri kaynağı olarak kullanılmıştır. Araştırmalar sonucunda; Türkiye Eğitim Sistemi içerisinde engellilik,
sosyoekonomik düzey, etnik kimlik, anadil, dini inanç gibi kültürel ve bireysel
farklılıklara sahip çok sayıda öğrenci bulunduğu, Türkiye'de eğitimde
eşitsizliğin; cinsiyet, yaşanılan yerleşim yeri (kır ya da kent), kardeş
sayısı, evde konuşulan dil, okul türleri, okulların devlet okulu veya özel okul
olup olmaması, sosyoekonomik altyapı ve öğrencilerin bulunduğu coğrafi bölgeler
gibi birçok faktöre bağlı olduğu, Türkiye'de
farklı okul ve kademelerde öğrenim gören mülteci öğrenci sayısının bir hayli
fazla olduğu ve eğitim sisteminde bu tür farklılıklardan dolayı birçok
problem yaşandığı belirlenmiştir. Türkiye'nin sahip olduğu kültürel
farklılıklar, çokkültürlü yapı, eğitim sisteminde bulunan engelli ve mülteci
öğrenci sayısı, eğitimde eşitsizlik raporları, herkes için eğitim ve eğitimde
feda edilecek tek bir fert yoktur anlayışı doğrultusunda; Türkiye'de daha kapsayıcı alternatif eğitim anlayışlarına ihtiyaç olduğu söylenebilir. Özellikle
eğitimde fırsat eşitliği ve eğitimde kültürel farklılıklar bağlamında
Kültürel Değerlere Duyarlı Eğitim anlayışı bu ihtiyaçlara cevap verebilir. Bu
çalışmanın, özellikle benzer konularda çalışma yapacak araştırmacılara, eğitim
programcılarına, öğretmen eğitimcilerine ve eğitim politikacılarına teorik anlamda
kaynak teşkil etmesi beklenmektedir.

Keywords

Kültürel Farklılıklar Kültürel Değerlere Duyarlı Eğitim Pedagoji Öğretim Öğretmen yeterlikleri.

References

  • Aguirre, J. M., & del Rosario Zavala, M. (2013). Making culturally responsive mathematics teaching explicit: A lesson analysis tool, Pedagogies: An international journal, 8(2), 163-190.
  • Aronson, B., & Laughter, J. (2015). The theory and practice of culturally relevant education a synthesis of research across content areas. Review of Educational Research, 1-44.
  • Ataç, E. (2017). Türkiye'de eğitim eşitsizliğini okumak: İstatistikler ve coğrafi dağılımlar, Eğitim ve Bilim, 42, (192).
  • Au, K. H. (1980). Participation structures in a reading lesson with Hawaiian children: Analysis of a culturally appropriate instructional event. Anthropology & Education Quarterly, 11 (2), 91-115.
  • Au, K. H. (2007). Culturally responsive instruction: Application to multiethnic classrooms. Pedagogies: An International Journal, 2(1), 1-18.
  • Aydın, H. (2013). Dünya'da ve Türkiye'de çokkültürlü eğitim tartışmaları ve uygulamaları. Ankara: Nobel Akademik Yayıncılık. Banks, C. A. M & Banks, J. A. (1995) Equity pedagogy: An essential component of multicultural education, Theory Into Practice, 34 (3), 152-158
  • Banks, J. A., & Banks, C. A. M. (Eds.). (2010). Multicultural education: Issues and perspectives (7th ed.). Hoboken, NJ: John Wiley.
  • Brown, J. C., & Crippen, K. J. (2016). Designing for culturally responsive science education through professional development. International Journal of Science Education, 38(3), 470-492.
  • Brown, J. C. (2017). A metasynthesis of the complementarity of culturally responsive and inquiry‐based science education in K‐12 settings: Implications for advancing equitable science teaching and learning. Journal of Research in Science Teaching, 54(9), 1143-1173.
  • Brown, J. C., & Crippen, K. J. (2017). The knowledge and practices of high school science teachers in pursuit of cultural responsiveness. Science Education, 101(1), 99-133.
  • Delaney, C.J., Lee, K.S. ve Bos, B. (2017). Evaluating Instruction for Culturally Responsive Teaching Using a STEM Curriculum Review Rubric. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 394-397). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). from https://www.learntechlib.org/p/177313/. adresinden erişildi.
  • Dover, A.,G. (2013). Teaching for social justice: from conceptual frameworks to classroom practices, Multicultural Perspectives, 15:1, 3-11
  • Eğitim Reformu Girişimi-ERG, (2017). Bir Arada Yaşamı ve Geleceği Kapsayıcı Eğitimle İnşa Etmek. https://indd.adobe.com/view/6066c857-843a-4d49-b7e9-77f635a950cf adresinden 12.12.2017 tarihinde erişildi.
  • Erdem, C. (2017). Sınıfında mülteci öğrenci bulunan sınıf öğretmenlerinin yaşadıkları öğretimsel sorunlar ve çözüme dair önerileri. Medeniyet Eğitim Araştırmaları Dergisi, 1(1), 26-42.
  • Foster, M. (1995). African American teachers and culturally relevant pedagogy. In J. A. Banks & C. A.M. Banks (Eds.) , Handbook of research on multicultural education (pp . 570-581). New York : Macmillan
  • Freire. P. (1991). Ezilenlerin pedagojisi. Çev: D. Hattatoğlu ve E.Özbek. İstanbul: Ayrıntı Yayınları.
  • Gay, G. (1988). Designing relevant curricula for diverse learners. Education and urban society, 20(4), 327-340.
  • Gay, G. (1994). At the essence of learning: Multicultural education. [Çevrim-içi: https://files.eric.ed.gov/fulltext/ED386410.pdf], Erişim tarihi: 29 Ekim 2017.
  • Gay, G. (1997). The relationship between multicultural and democratic education. The Social Studies, 88(1), 5–11.
  • Gay, G. (2002a). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.
  • Gay, G. (2002b). Culturally responsive teaching in special education for ethnically diverse students: setting the stage. Qualitative studies in education, 6, 613-629
  • Gay, G. (2009). Similar concerns, different perspectives of social studies and multicultural education, Social Studies Review, 48(1), 25–27.
  • Gay, G. (2010). Acting on beliefs in teacher education for cultural diversity. Journal of Teacher Education, 61(1–2), 143–152.
  • Gay, G. (2013). Teaching to and through cultural diversity, Curriculum Inquiry, 43:1
  • Gay, G. (2014). Kültürel değerlere duyarlı eğitim: Teori, araştırma ve uygulama (2. Baskı). Hasan Aydın (Çev. Ed.). Ankara: Anı Yayıncılık.
  • Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. (3rd Ed.).Teachers College Press.
  • Giroux, H. A. (1984). Ideology, culture, and the process of schooling. Temple University Press.
  • Hollins, E. (2011). Teacher preparation for quality teaching. Journal of Teacher Education, 62(4), 395-407
  • Illich, I.D. (2013). Okulsuz toplum (7.Baskı). İstanbul: Şule Yayınları.
  • Karataş, K. ve Oral, B. (2016). Kültürel değerlere duyarlı pedagoji. Akademik Sosyal Araştırmalar Dergisi, 4 (34), 431-447
  • Keehne, C. N., Sarsona, M. W., Kawakami, A. J., & Au, K. H. (2018). Culturally Responsive Instruction and Literacy Learning. Journal of Literacy Research, 50(2), 141-166.
  • KONDA. (2006). Biz Kimiz? Toplumsal Yapı Araştırması. Konda Araştırma ve Danışmanlık.http://www.konda.com.tr/tr/raporlar/2006_09_KONDA_Toplumsal_Yapi.pdf
  • KONDA. (2007). Gündelik hayatta din, laiklik ve türban araştırması. http://www.konda.com.tr/tr/raporlar/2007_09_KONDA_Gundelik_Yasam.pdf
  • KONDA. (2011). Kürt meselesi'nde algı ve beklentiler. İstanbul: İletişim Yayınları.
  • Kotluk, N. ve Kocakaya, S. (2016). Culturally responsive/relevant pedagogy: Teachers' competencies, instruction and classroom management. 4.rd International Conference on Curriculum and Instruction: Curriculum Studies in Teacher Education, 27-30 October 2016, Antalya, Turkey.
  • Kotluk, N. ve Kocakaya, S. (2017a). A content analysis of graduate dissertations conducted in the field of multicultural education in Turkey (2001-2016). 26thInternational Congress on Educational Sciences (ICES), 20-23 April, 2017, Antalya, Turkey,
  • Kotluk, N., ve Kocakaya, S. (2017b). Teachers' culturally relevant teaching self-efficacy beliefs in Turkey: A scale development study. 2nd Eurasian Conference on Language and Social Sciences (ECLSS 2017), 29 September -October 1, 2017, Antalya, Turkey.
  • Kotluk, N. (2018). Kültürel değerlere duyarlı eğitime ilişkin öğretmenlerin öz-yeterlik algılarının ve görüşlerinin incelenmesi. Yayımlanmamış doktora tezi. Yüzüncü Yıl Üniversitesi, Van.
  • Kultas, E. (2017). Türkiye' de Bulunan Eğitim Çağındaki Suriyeli Mültecilerin Eğitimi Sorunu (Van İli Örneği), Yayımlanmamış yüksek lisans tezi, Van.
  • Ladson-Billings, G. (1990). Like lightning in a bottle: Attempting to capture the pedagogical excellence of successful teachers of Black students. International Journal of Qualitative Studies in Education, 3,335-344.
  • Ladson-Billings, G. (1991). Beyond multicultural illiteracy. Journal of Negro Education, 60(2), 147-157
  • Ladson-Billings, G. (1992a). Culturally relevant teaching: The key to making multicultural education work. In C.A. Grant(Ed.), Research and multicultural education (pp. 106-121). London: Falmer Press.
  • Ladson-Billings, G. (1992b). Liberatory consequences of Literacy: A case of culturally relevant instruction for African American students. Journal of Negro Education, 61, 378-391.
  • Ladson-Billings, G. (1992c) Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching. Theory into Practice, 31(4), 312-320
  • Ladson-Billings, G. (1995a). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34, 159-165
  • Ladson-Billings, G. (1995b). Toward a theory of culturally relevant pedagogy, American Educational Research Journal, 32(3), 465-491.
  • Ladson-Billings, G. (1998). Just what is critical race theory and what's it doing in a nice field like education? In E. Taylor, D. Gillborn, & G. Ladson-Billings (Eds.), Foundations of critical race theory in education (pp. 17-36). Abingdon, NJ: Routledge.
  • Ladson-Billings, G. (2005). Is the team all right. Journal of Teacher Education, 56(3), 229-234.
  • Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3-12.
  • Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey Bass Publishers.
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Details

Primary Language Turkish
Journal Section Articles
Authors

Nihat Kotluk 0000-0002-4314-9492

Serhat Kocakaya This is me 0000-0002-5576-3780

Publication Date November 29, 2018
Published in Issue Year 2018 Volume: 15 Issue: 1

Cite

APA Kotluk, N., & Kocakaya, S. (2018). Türkiye için Alternatif Bir Anlayış: Kültürel Değerlere Duyarlı Eğitim. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 749-789.
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