Suriyeli Mülteci Öğrencilerin Sosyo-Kültürel Uyumunda Geçici Eğitim Merkezlerinin Rolü

Year 2023, Volume: 13 Issue: 1, 1 - 20, 28.06.2023

Ozlem Erden-basaran

https://doi.org/10.17984/adyuebd.1113518

Cited By: 1

Abstract

2019 yılında kapatılan Geçici Eğitim Merkezleri (GEM'ler), Suriyeli öğrencilerin kesintiye uğrayan eğitimlerine ana dillerinde devam etmelerini ve sosyal uyum ve devlet okullarına geçiş için gerekli Türkçe dil becerilerini yavaş yavaş kazanmalarını sağlamak amacıyla kurulmuştur. Bu nitel çalışma, bu kurumların, özellikle organizasyon yapıları, dil eğitimi ve öğretmen algısının Suriyeli öğrencilerin Türk toplumundaki sosyo-kültürel uyumunu nasıl etkilediğini analiz etmektedir. Bu çalışmanın verileri, bir GEM'deki Suriyeli ve Türk yöneticiler ve öğretmenler ve Suriyeli öğrencilerle yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Toplanan veriler Eleştirel Söylem Analizi kullanılarak analiz edilmiştir. Bulgular, GEM'deki Suriyeli öğrencilerin Türk toplumundan tecrit yaşadıklarını ve bu nedenle sosyal uyumları konusunda endişeli olduklarını göstermektedir. Ancak Suriyeli ve Türk yöneticiler, farklı eğitim ve sosyal gündemler taşıdıkları için Suriyeli öğrencilerle aynı kaygıları paylaşmamaktadır. Öte yandan, Suriyeli ve Türk öğretmenler esas olarak Suriyeli öğrencilerin sosyal kimlik inşası ve eğitim başarıları ile ilgilenmektedir. Bu çalışma, çeşitli sosyal uyum beklentilerine sahip olmanın nedenlerini açıklamakta ve mülteciler için izole edilmiş eğitim kurumlarının mülteci öğrencilerin sosyal uyumları için olumsuz sonuçlar ürettiğini savunmaktadır.

Keywords

Geçici eğitim merkezleri, sosyal uyum, mülteci eğitimi, alternatif eğitim, sosyo-kültürel uyum

The Role of Temporary Education Centers on Syrian Refugee Students' Socio-cultural Adaptation

Abstract

Temporary Education Centers (TECs), which closed in 2019, were established to ensure that Syrian students continue their interrupted education in their native language and slowly acquire the necessary Turkish language skills for social adaptation and transition to public schools. This qualitative study analyzes how these institutions, particularly their organizational structure, language education, and teachers’ perception, affect the socio-cultural adaptation of Syrian students in Turkish society. The data for this study were gathered through semi-structured interviews with Syrian and Turkish administrators and teachers, and Syrian students in a TEC. The collected data was analyzed using Critical Discourse Analysis. The findings indicate that Syrian students in TEC experience isolation from the Turkish community, therefore feel anxious about their social adaptation. Yet, Syrian and Turkish administrators do not share the same concerns with the Syrian students because of carrying different educational and social agendas. On the other hand, Syrian and Turkish teachers are mainly concerned about Syrian students’ social identity construction and educational achievement. This study explains the reasons for having various social adaptation expectations and argues that isolated educational institutions for refugees generate negative results for refugee students’ social adaptation.

Keywords

Temporary education centers, social adaptation, refugee education, alternative education, socio-cultural adaptation

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