Vatandaşlık Eğitiminde Değişiklik ve Süreklilikler: 2018 Sosyal Bilgiler Öğretim Programı Nasıl bir Vatandaşlık Eğitimi Öngörüyor?

Öz

Geleneksel vatandaşlık eğitimi Soğuk Savaş sonrası yaşanan köklü değişimlerden etkilenmiş ve modern vatandaşlık eğitimine doğru evrilmeye başlamıştır. Geleneksel vatandaşlık eğitimi tekçi bir ulusal kimlik inşa etmeyi, homojen bir toplum imajı oluşturmayı, mevcut politik sistemin nasıl işlediğine dair bilgileri genç kuşaklara aktarmayı amaçlarken, modern vatandaşlık eğitimi öğrencilerin insan hakları, demokrasi, hukukun üstünlüğü ve farklılıklara saygı gibi değerleri özümsemesini ve politik katılım yetkinliklerini geliştirmeyi hedeflemektedir. Türkiye’de modern vatandaşlık eğitimine geçiş 1990’lı yıllarda uluslararası eğitim projelerinin etkisiyle başlamış ve hala devam etmektedir. Bu çalışma, 2018 Sosyal Bilgiler Dersi Öğretim Programı’nın ne tür bir vatandaşlık eğitimi öngördüğünü incelemektedir. Söz konusu öğretim programı eleştirel söylem analizi yönteminden yararlanarak çözümlenmiş, ortaya çıkan bulgular vatandaşlık eğitimi literatürü referans alınarak yorumlanmıştır. Elde edilen bulgulara göre, 2018 öğretim programı, yoğun olarak geleneksel vatandaşlık eğitiminin, sınırlı olarak ise modern vatandaşlık eğitiminin özelliklerini yansıtmaktadır. Bu çalışmanın bulguları, söz konusu programın daha etkin uygulanmasına ve gelecekte yapılacak program geliştirme çalışmalarına olumlu katkılar sunabilir.

Anahtar Kelimeler

• Vatandaşlık eğitimi,sosyal bilgiler,öğretim programı,eleştirel söylem analizi,insan hakları eğitimi

Changes and Continuities in Citizenship Education: What kind of Citizenship Education does the 2018 Social Studies Programme of Study Envisage?

Abstract

Citizenship education was influenced by fundamental changes that happened following the end of the Cold War in 1989. Traditional citizenship education aiming to build a monolithic national identity, disseminate an image of homogeneous society and transmit the knowledge of political system has evolved towards modern citizenship education characterised by an emphasis on human rights, democracy, the rule of law, respect for diversity and a concern to develop students’ political participation skills. The transition to modern citizenship education in Turkey started with the pushing of international educational projects and is still underway. Drawing on critical discourse analysis, this study explores what kind of citizenship education the 2018 Social Studies Courses Programme of Study envisages. The study found that the new programme intensely reflects the characteristics of traditional citizenship education. Taking into account this study’s findings might lead to more effective implementation of the programme and increase the success of future curriculum reforms.

Keywords

• Citizenship education,social studies,curriculum reform,critical discourse analysis,human rights education

Kaynakça

1. Aktürk, Ş. (2018). One nation under Allah? Islamic multiculturalism, Muslim nationalism and Turkey’s reforms for Kurds, Alevis, and non-Muslims. Turkish Studies, 19(4), 523–551. https://doi.org/10.1080/14683849.2018.1434775
2. Altinyelken, H. K. (2011). Student-centred pedagogy in Turkey: conceptualisations, interpretations and practices. Journal of Education Policy, 26(2), 137-160. doi:10.1080/02680939.2010.504886
3. Aratemur Çimen, C. ve Bayhan, S. (2018). Değişen ders kitaplarında toplumsal cinsiyet. Kültür ve Siyasette Feminist Yaklaşımlar, (36), 72-102.
4. Avrupa Konseyi (AK). (2016). Competencies for democratic culture: living together as equals in culturally diverse democratic societies. Strasbourg: Avrupa Konseyi. https://rm.coe.int/16806ccc0c adresinden erişildi.
5. Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational Researcher, 37(3), 129-139. doi:10.3102/0013189X08317501
6. Banks, J. A. (2011). Educating citizens in diverse societies. Intercultural Education, 22(4), 243-251. doi:10.1080/14675986.2011.617417
7. Blad, C., & Koçer, B. (2012). Political Islam and state legitimacy in Turkey: The role of national culture in neoliberal state-building. International Political Sociology, 6(1), 36–56. https://doi.org/10.1111/j.1749-5687.2012.00150.x
8. Bromley, P. (2011). Multiculturalism and human rights in civic education: the case of British Columbia, Canada. Educational Research, 53(2), 151-164. doi:10.1080/00131881.2011.572363

9. Brubaker, R. (1992). Citizenship and nationhood in France and Germany. Cambridge, Mass: Harvard University Press.
10. Caymaz, B. (2008). Citizenship education in Turkey. In A.-M. Nohl, A. Akkoyunlu-Wigley ve S. Wigley (Ed.), Education in Turkey (pp. 195-226). Münster: Waxmann.
11. Copeaux, E. (2006). Tarih ders kitaplarında (1931-1993): Türk tarih tezinden Türk-İslâm sentezine. İstanbul: İletişim Yayınları.
12. Çayır, K. (2007). Tensions and dilemmas in human rights education. In Z. F. Kabasakal Arat (Ed.), Human rights in Turkey (pp. 217-232). Philadelphia: University of Pennsylvania Press.
13. Çayır, K. (2011). Turkey’s new citizenship and democracy education course: Search for democratic citizenship in a difference-blind polity? Journal of Social Science Education, 10(4), 22-30.
14. Çayır, K. (2014). “Biz” kimiz? Ders kitaplarında kimlik, yurttaşlık, haklar. İstanbul: Türkiye Tarih Vakfı.
15. Çayır, K. (2015). Citizenship, nationality and minorities in Turkey’s textbooks: from politics of non-recognition to ‘difference multiculturalism’. Comparative Education, 51(4), 519–536. https://doi.org/10.1080/03050068.2015.1088210
16. Çayır, K. ve Bağlı, M. T. (2011). ‘No-one respects them anyway’: secondary school students’ perceptions of human rights education in Turkey. Intercultural Education, 22(1), 1-14. doi:10.1080/14675986.2011.549641
17. Çayır, K., & Gürkaynak, İ. (2008). The State of citizenship education in Turkey: Past and present. Journal of Social Science Education, 6(2), 50-58.
18. Davies, I., & Chong, E. K. M. (2016). Current challenges for citizenship education in England. Asian Education and Development Studies, 5(1), 20-36. doi:10.1108/AEDS-05-2015-0015
19. Delanty, G. (2000). Citizenship in a global age: society, culture, politics. Buckingham [England]: Open University Press.
20. Dewey, J. (2004). Democracy and education: An introduction to the philosophy of education (1st ed.). Delhi: Aakar Books.
21. Edelstein, W. (2011). Education for democracy: reasons and strategies. European Journal of Education, 46(1), 127-137. doi:10.1111/j.1465-3435.2010.01463.x
22. Elkatmış, M. (2013). 1998 vatandaşlık ve insan hakları eğitimi programı ile 2010 vatandaşlık ve demokrasi eğitimi programlarının karşılaştırılması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(3), 59-74.
23. Ersoy, A. F. (2013). An analysis of social studies textbooks in Turkey: From national citizenship to global citizenship. International Journal of Progressive Education, 9(3), 137-153.
24. Ersoy, A. F. (2017). Sosyal bilgiler dersinde demokrasi ve insan hakları eğitimi. R. Turan (Ed.), Öğretmen adayları ve öğretmenler için insan hakları ve demokrasi eğitimi içinde (ss. 231-255). Ankara: Pegem Akademi Yayıncılık. doi:10.14527/9786052410639
25. Fairclough, N. (2001). Language and power. (2nd ed.). New York: Longman.
26. Fairclough, N. (2010). Analysing discourse: Textual analysis for social research. London: Routledge.
27. Fairclough, N., & Wodak, R. (2009). Critical discourse analysis. In T. A. van Dijk (Ed.), Discourse as social interaction (pp. 258-284). London: Sage.
28. Giroux, H. A. (1980). Critical theory and rationality in citizenship education. Curriculum Inquiry, 10(4), 329-366. doi:10.2307/1179823
29. Gollob, R., Krapf, P., & Weidinger, W. (Eds.). (2010). Educating for democracy: Background materials on democratic citizenship and human rights education for teachers. EDC/HRE. Strasbourg: Council of Europe Publ.
30. Gök, F. (2004). Citizenship and human rights education textbooks. In D. Tarba Ceylan & G. Irzık (Eds.), Human rights issues in textbooks: the Turkish case (pp. 108-112). İstanbul: Türkiye Tarih Vakfı Yayınları
31. Gülmez, M. (2001). İnsan haklari ve demokrasi eğitimi (2. Baskı.). Ankara: Türkiye Orta Doğu Amme İdaresi Yayınları.
32. Hahn, C. (2015). Teachers’ perceptions of education for democratic citizenship in schools with transnational youth: A comparative study in the UK and Denmark. Research in Comparative and International Education, 10(1), 95-119. doi:10.1177/1745499914567821
33. Heater, D. B. (2004). A history of education for citizenship. London: Routledge.
34. Hess, D. E. (2009). Controversy in the classroom: the democratic power of discussion. New York: Routledge.
35. Hess, D. E., & McAvoy, P. (2015). The political classroom: evidence and ethics in democratic education. New York: Routledge.
36. İnce, B. (2012a). Citizenship and identity in Turkey: from Atatürk’s republic to the present day. London: I.B. Tauris.
37. İnce, B. (2012b). Citizenship education in Turkey: inclusive or exclusive. Oxford Review of Education, 38(2), 115-131. doi:10.1080/03054985.2011.651314
38. Isin, E. F. (2017). Performative citizenship. In A. Shachar, R. Bauböck, I. Bloemraad, & M. Vink (Eds.), Oxford handbook of citizenship (pp. 500-523). Oxford: Oxford University Press. Retrieved from http://enginfisin.net/assets/isin-2017-b.pdf
39. Jenkins, G. (2001). Context and circumstance: the Turkish military and politics. Adelphi paper. Oxford: Oxford University Press for the International Institute for Strategic Studies.
40. Johnson, L., & Morris, P. (2010). Towards a framework for critical citizenship education. The Curriculum Journal, 21(1), 77-96. doi:10.1080/09585170903560444
41. Kadıoğlu, A. (2007). Denationalization of citizenship? The Turkish experience. Citizenship Studies, 11(3), 283-299. doi:10.1080/17450100701381839
42. Kanci, T. (2009). Reconfigurations in the discourse of nationalism and national identity: Turkey at the turn of the twenty-first century. Studies in Ethnicity and Nationalism, 9(3), 359-376. doi:10.1111/j.1754-9469.2009.01057.x
43. Kaplan, S. (2002). Din-u Devlet all over again? The politics of military secularism and religious militarism in Turkey following the 1980 coup. International Journal of Middle East Studies, 34(01), 113-127.
44. Kaplan, S. (2006). The pedagogical state: Education and the politics of national culture in post-1980 Turkey. Stanford University Press.
45. Karaman Kepenekçi, Y. (2005). A study of effectiveness of human rights education in Turkey. Journal of Peace Education, 2(1), 53-68. doi:10.1080/1740020042000334091
46. Karaosmanoğlu, A. L. (2000). The evolution of the national security culture and the military in Turkey. Journal of International Affairs, 54(1), 199-216.
47. Kazamias, A. M. (2006). The Turkish sisyphus: Atatürk, İslam and the quest for European modernity. Athens: Centre of Comparative Education, International Education Policy and Communication.
48. Kennelly, J., & Llewellyn, K. R. (2011). Educating for active compliance: discursive constructions in citizenship education. Citizenship Studies, 15(6-7), 897-914. doi:10.1080/13621025.2011.600103
49. Keyman, E. F., & Kanci, T. (2011). A tale of ambiguity: citizenship, nationalism and democracy in Turkey: A tale of ambiguity. Nations and Nationalism, 17(2), 318-336. doi:10.1111/j.1469-8129.2010.00462.x
50. Korkmaz, F. (2017). Neoliberalizm bağlamında sosyal bilgiler öğretim programının politik bir metin olarak incelenmesi. Eğitimde Nitel Araştırmalar Dergisi, 5(1), 29-57. doi:10.14689/issn.2148-2624.1.5c1s2m
51. Kymlicka, W. (2008a). Two dilemmas of citizenship education in pluralist societies. In J. Arthur & I. Davies (Eds.), Citizenship education (pp. 286-303). London: Sage.
52. Kymlicka, W. (2008b). Education for citizenship. In J. Arthur & I. Davies (Eds.), Citizenship education (pp. 128-156. London: Sage.
53. McCowan, T. (2011). Rethinking citizenship education: A curriculum for participatory democracy. London: Bloomsbury Publishing.
54. Mclaughlin, T. H. (2000). Citizenship education in England: The Crick Report and beyond. Journal of the Philosophy of Education, 34(4), 541-570. doi:10.1111/1467-9752.00194
55. Milli Eğitim Bakanlığı (MEB). (2005a). İlköğretim sosyal bilgiler dersi 6-7. sınıflar öğretim programı. Ankara: MEB Devlet Kitapları.
56. MEB. (2005b). İlköğretim okulu haftalık ders çizelgesi. Millî Eğitim Bakanlığı Tebliğler Dergisi, 68(2575), 539-541.
57. MEB. (2010). İlköğretim okulu haftalık ders çizelgesi. Millî Eğitim Bakanlığı Tebliğler Dergisi, 73(2635), 1539-1545.
58. MEB. (2010). İlköğretim vatandaşlık ve demokrasi eğitimi dersi (8. sınıf) öğretim programı. Ankara: Talim Terbiye Kurulu Başkanlığı.
59. MEB. (2012). İlköğretim kurumları (ilkokul ve ortaokul) haftalık ders çizelgesi. Millî Eğitim Bakanlığı Tebliğler Dergisi, 75(2658), 314-316.
60. MEB. (2018). Sosyal bilgiler dersi öğretim programı (ilkokul ve ortaokul 4, 5, 6 ve 7. sınıflar). Ankara: MEB Devlet Kitapları. http://mufredat.meb.gov.tr/Programlar.aspx adresinden erişildi.
61. Mitchell, K. (2003). Educating the national citizen in neoliberal times: from the multicultural self to the strategic cosmopolitan. Transactions of the Institute of British Geographers, 28(4), 387-403. doi:10.1111/j.0020-2754.2003.00100.x
62. Oğuz, A. K. (2007). Fedakâr eş fedakâr yurttaş: yurttaşlık bilgisi ve yurttaş eğitimi, 1970-1990. Akademi dizisi (1. basım.). İstanbul: Kitap Yayınevi.
63. Olssen, M. (1996). In defence of the welfare state and publicly provided education: a New Zealand perspective. Journal of Education Policy, 11(3), 337–362. https://doi.org/10.1080/0268093960110305
64. Oran, B. (2014). Exploring Turkishness: “Turkish” and Türkiyeli. In S. Brennan ve M. Herzog (Eds.), Turkey and the politics of national identity: Social, economic and cultural transformation (pp. 23-37). London: I.B. Tauris.
65. O’Regan, J. P., & Betzel, A. (2016). Critical discourse analysis: a sample study of extremism. In Z. Hua (Ed.), Research methods in ıntercultural communication: A Practical guide (pp. 281-296). Hoboken: John Wiley & Sons.
66. Osler, A. (2008). Citizenship education and the Ajegbo report: re-imagining a cosmopolitan nation. London Review of Education, 6(1), 11-25. doi:10.1080/14748460801889803
67. Osler, A., & Starkey, H. (2005). Changing citizenship: Democracy and inclusion in education. Maidenhead, England: Open University Press.
68. Osler, A., & Starkey, H. (2009). Citizenship education in France and England: Contrasting approaches to national identity and diversity. In J. A. Banks (Ed.), The Routledge International Companion to Multicultural Education (pp. 334-347). Routledge.
69. Özbudun, E. (2014). AKP at the crossroads: Erdoğan’s majoritarian drift. South European Society & Politics, 19(2), 155-167. doi:10.1080/13608746.2014.920571
70. Parker, W. C. (2003). Teaching democracy. New York: Teacher’s College Press.
71. Polat, E. G. (2011). Osmanlı’dan günümüze vatandaşlık anlayışı. Ankara Barosu Dergisi, 3, 127-157.
72. Portera, A. (2008). Intercultural education in Europe: epistemological and semantic aspects. Intercultural Education, 19(6), 481-491. doi:10.1080/14675980802568277
73. Pykett, J. (2007). Making citizens governable? The Crick Report as governmental technology. Journal of Education Policy, 22(3), 301-319.
74. Ribeiro, A. B., Caetano, A., & Menezes, I. (2016). Citizenship education, educational policies and NGOs. British Educational Research Journal, 42(4), 646-664. doi:10.1002/berj.3228
75. Richardson, R. (2015). British values and British identity: Muddles, mixtures, and ways ahead. London Review of Education, 13(2), 37-48. doi:10.18546/LRE.13.2.04
76. Sandel, M. J. (1996). Democracy’s discontent: America in search of a public philosophy (3rd ed.). Cambridge, Mass.: Belknap Press of Harvard Univ. Press.
77. Sayılan, F. (2006). Küresel aktörler (DB ve GATS) ve eğitimde neo-liberal dönüşüm. Haber Bülteni Dosya, 4, 44-51.
78. Sebba, J., & Robinson, C. (2010). Evaluation of UNICEF UK’s rights respecting schools award. Final Report. London: UNICEF UK.
79. Sen, A. (2018). Militarisation of citizenship education curriculum in Turkey. Journal of Peace Education, 1–26. https://doi.org/10.1080/17400201.2018.1481019
80. Sen, A., & Starkey, H. (2017). The rise and fall of citizenship and human rights education in Turkey. Journal of Social Science Education, 16(4), 84–96. https://doi.org/10.4119/UNIBI/jsse-v16-i4-1689
81. Sleeter, C. E. (2014). Multiculturalism and education for citizenship in a context of neoliberalism. Intercultural Education, 25(2), 85-94. doi:10.1080/14675986.2014.886357
82. Soysal, Y. N., & Wong, S.-Y. (2007). Educating future citizens in Europe and Asia. School knowledge in comparative and historical perspective (pp. 73-88.) Springer, Dordrecht. doi:10.1007/978-1-4020-5736-6_5
83. Starkey, H. (2018). Fundamental British Values and citizenship education: tensions between national and global perspectives. Geografiska Annaler: Series B, Human Geography, 1-14. doi:10.1080/04353684.2018.1434420
84. Taşkın, Y. (2007). Anti-komünizmden küreselleşme karşıtlığına: Milliyetci muhafazakâr entelijansiya. İstanbul: İletişim.
85. UNESCO. (2015). Global citizenship education: Topics and learning objectives. Paris: UNESCO. http://unesdoc.unesco.org/images/0023/002329/232993e.pdf adresinden erişildi.
86. Üstel, F. (2004). “Makbul vatandaş”ın peşinde: II. Meşrutiyet’ten bugüne Türkiye’de vatandaşlık eğitimi. (1. baskı.). İstanbul: İletişim Yayınları.
87. Westheimer, J., & Kahne, J. (2008). What kind of citizen? The politics of educating for democracy. In J. Arthur & I. Davies (Eds.), Citizenship education (pp. 348-380). London: Sage.
88. Wodak, R. (2000). From conflict to consensus? The co-construction of a policy paper. In P. Muntigl, G. Weiss & R. Wodak (Eds.), European Union Discourses on Un/employment: An interdisciplinary approach to employment policy-making and organizational change (pp. 73-114). John Benjamins Publishing.
89. Wood, B. E. (2014). Participatory capital: Bourdieu and citizenship education in diverse school communities. British Journal of Sociology of Education, 35(4), 578-597. doi:10.1080/01425692.2013.777209
90. Zimenkova, T. (2013). Sharing political power or caring for the public good? The impact of service learning on civic and political participation. In R. Hedtke ve T. Zimenkova (Eds.), Education for civic and political participation: a critical approach (pp. 171-188). London: Routledge.