SOSYAL BİLGİLER DERSİNDE SIĞINMACILARA YÖNELİK KAPSAYICI EĞİTİMİN İNCELENMESİ

Erdal Yıldırım

SOSYAL BİLGİLER DERSİNDE SIĞINMACILARA YÖNELİK KAPSAYICI EĞİTİMİN İNCELENMESİ

Öz

Bu çalışmada, dezavantajlı gruplara mensup öğrencilerden olan sığınmacı öğrencilerin toplumsal kabul görmelerinde öğretmen ve öğrenci etkileşiminin incelenmesi amaçlanmıştır. Çalışma kapsamında, sığınmacı öğrencilerin yoğun olduğu yerlerden Aksaray’da bulunan bir ortaokuldaki 3 sosyal bilgiler öğretmeninin 8 sığınmacı ve 14 Türk öğrenciyle etkileşimi ile öğretim uygulamaları incelenmiştir. Araştırma, nitel araştırma yaklaşımına dayalı olup sosyal bilgiler öğretmenlerinin kapsayıcı eğitim pratiklerini derinlemesine incelenmeyi amaçlayan çoklu durum çalışması modeliyle desenlemiştir. Araştırma sonuçları- na göre; sığınmacı öğrencilerin sınıflarda ya tek başlarına ya da diğer sığınmacı öğrenci ile yan yana sınıfın arka sıralarında oturdukları görülmektedir. Sığınmacı öğrencilerin sınıflarında karşılıklı saygı ve anlayışla karşılandığını gösteren kültürlerine özgü masal, bilmece vb. etkinliklerin paylaşıldığı görülmektedir. Sığınmacı öğrencilerin derslerde okuma, yazma ya da konuşma etkinliklerine çok katılmadıkları, yerine daha çok somut ve görsel materyallerin kullanıldığı derslere katılmayı tercih ettikleri görülmektedir. Derslerin büyük oranda düz anlatım yön- temi ile soru-cevap tekniğiyle sürdürüldüğü, materyal olarak ise ders ve etkinlik kitapları ile tahtanın kullanıldığı görülmektedir. Sığınmacı öğrencilerin derslerde aldıkları akran desteğinin yan yana ya da tek başına oturmalarından dolayı etkili olmadığı görülmektedir. Bu öğrencilerin sosyal etkileşimlerinin kalitesi ise farklı dil ve kültür özelliklerinden dolayı istenilen düzeyde olmadığı, bu öğrencilerin büyük oranda kabul edilme kaygısı yaşadığı görülmektedir.

Anahtar Kelimeler

Sığınmacı öğrenciler,kapsayıcı eğitim,sosyal bilgiler

Kaynakça

Ainscow, M. (2015). Towards Self-Improving School Systems: Lessons from a City Challenge. London: Routledge.
Atasu, T. R. (2012). Türkiye’de göçmen çocuklarin profili, sosyal politika ve sosyal hizmet Önerileri hizli değerlendirme arastırması. İsveç: Uluslararasi Göç Örgütü. http://www.turkey.iom.int/documents/Child/IOM_GocmenCocukRaporu_ tr_03062013.pdf. sayfasından erişilmiştir.
Bacakova, M. (2011). Developing inclusive educational practices for refugee children in the Czech Republic. Intercultural Education, 22(2), 163-175.
Bacakova, M., & Closs, A. (2013). Continuing professional development (CPD) as a means to reducing barriers to inclusive education: research study of the educa- tion of refugee children in the Czech Republic. European Journal of Special Needs Education, 28(2), 203-216.
Baker, C., Wuest, J., & Stern, P. N. (1992). Method slurring: the grounded theory/phenomenology example. Journal of Advanced Nursing, 17, 1355-1360.
Bang, H. J. (2012). Promising homework practices: Teachers’ perspectives on making homework work for newcomer immigrant students. The High School Journal, 95(2), 3-31.
Beirens, H., Mason, P., Spicer, N., Hughes, N., & Hek, R. (2006). Preventative Services for Asylum Seeking Children: A Final Report of the National Evaluation of the Children’s Fund. London. http://dera.ioe.ac.uk/6456/1/RR780.pdf sayfasından erişilmiştir.
Betancourt, T. S., Frounfelker, R., Mishra, T., Hussein, A., & Falzarano, R. (2015). Add- ressing health disparities in the mental health of refugee children and adoles- cents through community-based participatory research: A study in 2 communi- ties. American Journal of Public Health, 105(3), 475-482.

Block, K., Cross, S., Riggs, E., & Gibbs, L. (2014). Supporting schools to create an inclusive environment for refugee students. International Journal of Inclusive Educati- on, 18(12), 1337–1355.
Bornman, J., & Rose, J. (2010). Believe that all can achieve: Increasing classroom participation in learners with special support needs. Pretoria: Van Schaik.
Brisk, M.E., Burgos, A., & Hamerla, S. (2004). Situational context of education: A window into the world of bilingual learners. Mahwah, NJ: Lawrence Erlbaum.
Cassity, E., & Gow, G. (2005). Making up for lost time: The experiences of Southern Sudanese young refugees in high schools. Youth Studies Australia, 24(3), 51–5.
Christie, P., & Sidhu, R. (2002). Responding to golobalisation: Refugees and the challenges facing Australian schools. Mot Pluriels, 21, 1–11.
Christie, P., & Sidhu, R. (2006). Governmentality and ‘Fearless speech’: Framing the education of asylum seeker and refugee children in Australia. Oxford Review of Education 32(4), 449–65.
Correa-Velez, I., Gifford, S., & Barnett, A. (2010). Longing to belong: social inclusion and wellbeing among youth with refugee backgrounds in the first three years in Melbourne, Australia. Social Science and Medicine, 71(8), 1399–1408.
Coventry, L., Guerra, C., MacKenzie, D., & Pinkney, S. (2003). Wealth of all nations: Identification of strategies to assist refugee young people in transition to independence, The National Youth Affairs Research Scheme. Hobart, Tasmania: Australian Clea- ringhouse for Youth Studies. https://docs.education.gov.au/system/files/ doc/other/wealth_of_all_nations.pdf. sayfasından erişilmiştir.
Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions.Thousand Oaks, CA: Sage.
Creswell, J. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, Nj: Merill/Prentice Hall.
Dalhouse, D. W. & Dalhouse, A. D. (2009). When two elephants fight the grass suffers: Parents andteachers working together to support the literacy development of Sudanese youth. Teaching and Teacher Education, 25(2), 328–335.
Davies, A. Z. (2008). Characteristics of adolescent Sierra Leonean refugees in public schools in New York City. Education and Urban Society, 40(3), 361–376.
Doğutaş, A. (2016). Tackling with Refugee Children’s Problems in Turkish Schools.Journal of Education and Training Studies, 4(8), 1-8.
Dryden-Peterson S. (2011) Refugee education: A global review. Geneva: UNHCR. Dryden-Peterson, S. (2015). Refugee Education in Countries of First Asylum: Breaking Openthe Black Box of Pre-Resettlement Experiences. Theory and Research in Edu-cation (December 21). http://nrs.harvard.edu/urn-3:HUL.InstRepos:23989485. sayfasından erişilmiştir.
Ellis. A. K. (2007). Teaching an learning elementary social studies, (eight edition). USA: Pearson Education.
Fazel, M., Reed, R. V, Panter-brick, C., & Stein, A. (2012). Mental health of displaced and refugee children resettled in high-income countries: Risk and protective factors. The Lancet, 379(9812), 266–282.
Ferfolja, T. (2009). The refugee action support program: Developing understandings of diversity. Teaching Education, 20(4), 395–407.
Forlin, C. (2012). Future Directions: What is Needed Now for Effective Inclusive Teacher Education?, In C. Forlin, (Ed.). In future directions for ınclusive teacher educati- on: an international perspective (pp.173–182). Abingdon: Routledge.
Frater-Mathieson, K. (2004). Refugee trauma, loss and grief: Implications for inter- ventions. In R. Hamilton & D. Moore (Eds.), Educational interventions for refugee children: Theoretical perspectives and implementing best practice (pp. 12–34). Lon- don, England: Routledge Falmer.
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Educati- on, 53(2), 106–116.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York, NY: Teachers College Press.
Gindling, T.H., & Poggio, S. (2012). Family separation and reunification as a factor in the educational success of immigrant children. Journal of Ethnic and Migration Studies, 38(7), 1155-1173.
Harding, L., & Wigglesworth, G. (2005). Different generations, different needs: Migrant youth in English language programs. Prospect, 20(3), 6–23.
Harushimana, I., Ikpeze, C., & Mthethwa-Sommers, S. (Eds.). (2013). Reprocessing race, language and ability: African-born educators and students in transnational America. New York, NY: Peter Lang.
Heptinstall, E., Sethna, V., & Taylor, E. (2004). PTSD and depression in refugee child- ren. European Child and Adolescent Psychiatry, 13(6), 373–380.
Hughes, N., & Beirens, H. (2007). Enhancing educational support: Towards holistic, responsive and strength-based services for young refugees and asylum-see- kers. Children & Society, 21(4), 261–272.
INEE. (2010). Minimum Standards for Education: Preparedness, Response, Recovery. New York: INEE.
Kanu, Y. (2008). Educational needs and barriers for African refugee students in Mani- toba. Canadian Journal of Education, 31(4), 915–940.
McBrien, J. L. (2005). Educational needs and barriers of refugee students in the United States: A review of the literature. Review of Educational Research, 75(3), 329-364.
MacNevin, J. (2012). Learning the way: Teaching and learning with and for youth from refugee backgrounds on Prince Edward Island. Canadian Journal of Education, 35(3), 48–63.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey Bass.
Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., Sandoval, M., Simon, C., & Vitorino, T. (2016). Learning from differences: A strategy for teac- her development in respect to student diversity. School Effectiveness and School Improvement. 27(1), 45–61.
Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sour- cebook. (2nded). Thousand Oaks, CA: Sage.Mourshed, M., Chijioke, C., & Barber, M. (2007). How the world’s most improved scho- ol systems keep getting better. McKinsey & Company website http://mckin- seyonsociety.com/downloads/reports/Education/How-the-Worlds-Most-Im- proved-School-Systems-Keep-Getting-Better_Download-version_Final.pdf sayfasından erişilmiştir.
Mthethwa-Sommers, S., & Kisiara, O. (2015). Listening to students from refugee ba- ckgrounds: lessons for education professionals. Perspectives on Urban Education, 12 (1), 1-11.
Naidoo, L. (2013). Refugee Action Support: an interventionist pedagogy for suppor- ting refugee students’ learning in Greater Western Sydney secondary schools, International Journal of Inclusive Education, 17(5), 449-461.
Naidoo, L. (2015). Educating refugee-background students in Australian schools and universities. Intercultural Education, 26(3), 210–217.
Nelson, G., & Prilleltensky, I. (2005). Community psychology: In pursuit of liberation and well-being. New York: Palgrave MacMillan.
Nykiel-Herbert, B. (2010). Iraqi refugee students: from a collection of aliens to a com- munity of learners. The role of cultural factors in the acquisition of literacy by Iraqi refugee students with interrupted formal education, Multicultural Educa- tion, 17(3), 2-14.
Office of the United Nations High Commissioner for Refugees Statistics (UNHCR). (2016). 2016 UNHCR Türkiye Aylık İstatistikleri. http://www.unhcr.org/tur- key/uploads/root/tr(50).pdf sayfasından erişilmiştir.
Office of the United Nations High Commissioner Statistics (UNHCR). (2019). Figu- res at a Glance. https://www.unhcr.org/figures-at-a-glance.html sayafasından erişilmiştir.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd Ed.) Thousand Oaks, CA: Sage Publications.
Pinson, H., & Arnot, M. (2007). Sociology of education and the wasteland of refugee education research. British Journal of Sociology of Education, 28(3), 399–407.
Pugh, K., Every, D., & Hattam, R. (2012). Inclusive education for students with refugee experience: whole school reform in a South Australian primary school. Austra- lian Educational Researcher, 39(2), 125–141.
Roxas, K. (2010). Who really wants “the tired, the poor, and the huddled masses” an- yway?: Teachers’ use of cultural scripts with refugee students in public schools. Multicultural Perspectives, 12(2), 65-73.
Sakız, H., & Woods, C. (2015). Achieving inclusion of students with disabilities in Tur- key: Current challenges and future prospects. International Journal of Inclusive Education, 19(1), 21-35.
Short, D. J., & Boyson, B. A. (2012). Helping newcomer students succeed in secondary schools and beyond. Washington, DC: Center for Applied Linguistics.
Sidhu, R., & Taylor, S. (2007). Education provision for refugee youth: Left to chance.Journal of Sociology, 43(3), 283–300.
Stewart, J. (2012). Transforming schools and strengthening leadership to support the educational and psychosocial needs of war-affected children living in Canada. Diaspora, Indigenous, and Minority Education, 6(3), 172–189.
Taylor, S. C., & Sidhu, R. K. (2012). Supporting refugee students in schools: what cons- titutes inclusive education?. International Journal of Inclusive Education, 16(1), 39–56.
UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Ne- eds Education. Salamanca. http://www.unesco.org/education/pdf/SALA- MA_E.PDF sayfasından erişilmiştir.
UNESCO (2009). Policy guidelines on inclusion in education. France: UNESCO Publis- hing. http://unesdoc.unesco.org. sayfasından erişilmiştir.
United Nations High Commission for Refugees (UNHCR). (2008). A community-ba- sed approach in UNHCR operations. Geneva: UNHCR.
United Nations High Commission for Refugees (UNHCR). (2015). Worldwide displa- cement hits all time high as was and persecution increase. http://www.unhcr. org/558193896.html sayfasından erişilmiştir.
UNCHR (Birleşmiş Milletler Mülteci Örgütü). Nisan 2019. Türkiye: kilit veriler ve sayılar. https://www.unhcr.org/tr/unhcr-turkiye-istatistikleri adlı siteden 22.08.2019 tarihinden alınmıştır.

Ayrıntılar

Birincil Dil

Türkçe

Konular

-

Bölüm

Araştırma Makalesi

Yazarlar

Erdal Yıldırım Bu kişi benim
0000-0002-8726-5903
Türkiye

Yayımlanma Tarihi

18 Şubat 2020

Gönderilme Tarihi

5 Aralık 2019

Kabul Tarihi

24 Ocak 2020

Yayımlandığı Sayı

Yıl 2020 Cilt: 49 Sayı: 225

IZ

https://izlik.org/JA75XU55HC

Kaynak Göster

RIS / Bibtex

APA

Yıldırım, E. (2020). SOSYAL BİLGİLER DERSİNDE SIĞINMACILARA YÖNELİK KAPSAYICI EĞİTİMİN İNCELENMESİ. Milli Eğitim Dergisi, 49(225), 283-317. https://izlik.org/JA75XU55HC

AMA

1.Yıldırım E. SOSYAL BİLGİLER DERSİNDE SIĞINMACILARA YÖNELİK KAPSAYICI EĞİTİMİN İNCELENMESİ. Millî Eğitim. 2020;49(225):283-317. https://izlik.org/JA75XU55HC

Chicago

Yıldırım, Erdal. 2020. “SOSYAL BİLGİLER DERSİNDE SIĞINMACILARA YÖNELİK KAPSAYICI EĞİTİMİN İNCELENMESİ”. Milli Eğitim Dergisi 49 (225): 283-317. https://izlik.org/JA75XU55HC.

EndNote

Yıldırım E (01 Şubat 2020) SOSYAL BİLGİLER DERSİNDE SIĞINMACILARA YÖNELİK KAPSAYICI EĞİTİMİN İNCELENMESİ. Milli Eğitim Dergisi 49 225 283–317.

IEEE

[1]E. Yıldırım, “SOSYAL BİLGİLER DERSİNDE SIĞINMACILARA YÖNELİK KAPSAYICI EĞİTİMİN İNCELENMESİ”, Millî Eğitim, c. 49, sy 225, ss. 283–317, Şub. 2020, [çevrimiçi]. Erişim adresi: https://izlik.org/JA75XU55HC

ISNAD

Yıldırım, Erdal. “SOSYAL BİLGİLER DERSİNDE SIĞINMACILARA YÖNELİK KAPSAYICI EĞİTİMİN İNCELENMESİ”. Milli Eğitim Dergisi 49/225 (01 Şubat 2020): 283-317. https://izlik.org/JA75XU55HC.

JAMA

1.Yıldırım E. SOSYAL BİLGİLER DERSİNDE SIĞINMACILARA YÖNELİK KAPSAYICI EĞİTİMİN İNCELENMESİ. Millî Eğitim. 2020;49:283–317.

MLA

Yıldırım, Erdal. “SOSYAL BİLGİLER DERSİNDE SIĞINMACILARA YÖNELİK KAPSAYICI EĞİTİMİN İNCELENMESİ”. Milli Eğitim Dergisi, c. 49, sy 225, Şubat 2020, ss. 283-17, https://izlik.org/JA75XU55HC.

Vancouver

1.Erdal Yıldırım. SOSYAL BİLGİLER DERSİNDE SIĞINMACILARA YÖNELİK KAPSAYICI EĞİTİMİN İNCELENMESİ. Millî Eğitim [Internet]. 01 Şubat 2020;49(225):283-317. Erişim adresi: https://izlik.org/JA75XU55HC