Ulusötesi Çocukluk: Basel’deki Türkiyeli Çocukların Okul Deneyimleri

Yıl 2026, Sayı: 18, 121 - 150, 31.01.2026

Nehir Gundogdu

https://doi.org/10.53791/imgelem.1860777

Öz

Ulusötesi çocukluk kavramı, göçü çocukların gözünden anlamaya imkân tanırken, aynı zamanda göç çalışmalarındaki edilgen çocuk konumunu da sorgular. Bu çalışma, ulusötesi göç literatüründe öne çıkan toplumsal alanlar çerçevesine çocukları dahil ederek, İsviçre'deki Türkiyeli göçmenliğini odağına alıyor. Araştırma, aileleri Türkiye'den Basel'e göç etmiş 7-15 yaş aralığındaki çocukların okul ilişkilerinin ulusötesi konumlarından nasıl etkilendiğini anlamayı amaçlıyor. Yirmi çocukla gerçekleştirilen derinlemesine görüşmelere dayanan bu nitel çalışma, ulusötesi konumların çocukların karşılaşmalarında nasıl sıradanlaştığını tartışmaya açıyor. Farklı toplumlardan gelen arkadaşlara ve öğretmenlere sahip olmak, çocukların bu çoklu aidiyetleri olağan bir durum olarak yorumlamalarına yol açmaktadır. Çocukların anlatılarında okul, bu ulusötesi konumları tanıyan ve değer atfeden bir alan olarak öne çıkıyor. Bununla bağlantılı olarak, çocukların okul yaşantılarını dışlanma–içerlenme ekseninde anlamlandırmadıkları gözlemlenmektedir; bu da bu tür ikiliklerin onların deneyim dünyasında belirleyici bir çerçeve oluşturmadığını düşündürmektedir. Bu bağlamda çalışma, Avrupa bağlamında Türkiyeli çocukların okul deneyimlerini ulusötesi bir perspektifle ele alarak, çocukları edilgen göç özneleri olarak konumlandıran yaklaşımları sorgulamakta ve çocukluk ile ulusötesi göç literatürüne nitel bir katkı sunmaktadır.

Anahtar Kelimeler

Ulusötesi Çocukluk , Göç , Çocukluk Deneyimi , Okul İlişkileri , Basel.

Etik Beyan

Bu çalışmanın verileri, 16/02/2024 tarihli ve 144 referans numaralı Basel Üniversitesi Etik Kurulu onayı ile elde edilmiştir.

Destekleyen Kurum

TÜBİTAK

Transnational Childhood: School Experiences Of Children With Roots in Turkey in Basel

Öz

The concept of transnational childhood enables an understanding of migration through the eyes of children, while also challenging their traditionally passive position in migration studies. This study focuses on families immigrated from Turkey to Switzerland by incorporating transnational children into the framework of social fields commonly used in transnational migration literature. It explores how the transnational positions of children aged 7 to 15, whose families migrated from Turkey to Basel, shape their school relationships. Based on in-depth interviews with twenty children, the study discusses how transnational positions have become normalized in children’s encounters. Attending schools where peers and teachers also come from diverse backgrounds contributes to the perception of these positions as ordinary. In children's narratives, school emerges as a space that recognizes and values their transnational realities. In connection with the normalization of their transnational positions, children seem to refrain from framing their school experiences in terms of exclusion–inclusion dichotomies. In this context, the study examines the school experiences of children with a migration background from Turkey in Europe from a transnational perspective, questioning approaches that position children as passive subjects of migration and contributing to the literature on childhood and transnational migration.

Anahtar Kelimeler

Transanational Childhood , Migration , Childhood Experiences , School Relationships , Basel.

Etik Beyan

The Ethics Committee of the University of Basel approved this study on 16/02/2024 with reference number 144.

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