Araştırma Makalesi
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Integration of Immigrants into Country and Education: Comparing the Policies of Germany and Canada

Yıl 2021, TÜRKİYE’DE VE DÜNYADA GÖÇMEN EĞİTİMİ, 1055 - 1080, 22.12.2021
https://doi.org/10.37669/milliegitim.960198

Öz

The current research aims to make inferences for Turkey by comparing the integration processes of immigrants and refugees in education in Canada and Germany. We used the comparative case study design to evaluate the integration policies of Canada and Germany. We examined articles, international reports, books, official websites of Canada and German governments, and especially The UN Refugee Agency (UNHCR) documents by using the document analysis method. We analyzed the data with the descriptive analysis method. For the analysis process, we created some themes base on the research questions. These themes consist of "Germany and Canada's immigration and citizenship policies", "processes of integrating immigrants into education", and "problems in the integration processes of refugees and immigrants". The research results have shown that both countries follow positive and multicultural policies towards immigrants, and there are some differences in the immigration policies. In another result, it was determined that the naturalization conditions of Germany and Canada are similar. In both countries, education integration policies vary according to the states. However, Canada follows a more inclusive education policy towards immigrants. In Germany, this process is limited to vocational education. Finally, it has been concluded that the most important problem that immigrants face in the integration process into education is language learning. Base on the results, we give suggestions for integration policies of immigrants into education in Turkey.

Kaynakça

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  • Banting, K. (2010). Is there a progressive’s dilemma in Canada? Immigration, multiculturalism and welfare state. Canadian Journal of Political Science, 43(4), 797-820.
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  • Cange, C. W., Brunell, C., Acartürk, C. ve Fouad, M. F. (2018). Considering chronic uncertainty among Syrian refugees resettling in Europe. The Lancet Public Health, 4(1). DOI: 10.1016/S2468-2667(18)30261-5
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  • Cox, C. R. (2014). International students in Canada: Policies and practices for social inclusion (Yüksek lisans tezi). Ryerson University, Toronto, Canada.
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  • Guruge, S., Hynie, M., Shakya, Y., Akbari, A., Htoo, S. ve Abiyo, S. (2015). Refugee youth and migration: Using arts- informed research to understand changes in their roles and responsibilities. Forum Qualitative Sozialforschung, 16(3), 1-36.
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GÖÇMENLERİN ÜLKEYE VE EĞİTİME ENTEGRASYONU: ALMANYA VE KANADA’NIN POLİTİKALARININ KARŞILAŞTIRILMASI

Yıl 2021, TÜRKİYE’DE VE DÜNYADA GÖÇMEN EĞİTİMİ, 1055 - 1080, 22.12.2021
https://doi.org/10.37669/milliegitim.960198

Öz

Bu araştırma, Kanada ve Almanya'daki göçmen ve mültecilerin eğitime entegrasyon süreçlerini karşılaştırarak Türkiye için çıkarımlarda bulunmayı amaçlamaktadır. Kanada ve Almanya'nın entegrasyon politikalarını değerlendirmek için araştırmada karşılaştırmalı vaka çalışması deseni kullanılmıştır. Bunun için doküman analizi yöntemini kullanarak makaleler, uluslararası raporlar, kitaplar, Kanada ve Alman hükümetlerinin resmi internet siteleri ve özellikle BM Mülteci Ajansı (UNHCR) belgeleri incelenmiştir. Toplanan veriler, betimsel analiz yöntemiyle analiz edilmiştir. Analiz süreci için araştırma sorularından yola çıkarak bazı temalar oluşturulmuştur. Bu temalar, “Almanya ve Kanada'nın göçmenlik ve vatandaşlık politikaları”, “mülteci ve göçmenlerin eğitime entegrasyon süreçleri” ve "göçmenlerin entegrasyon süreçlerinde karşılaştığı sorunlar”dan oluşmaktadır. Araştırma sonuçları, her iki ülkenin de göçmenlere yönelik olumlu ve çok kültürlü politikalar izlediğini ve göç politikalarında bazı farklılıklar olduğunu göstermiştir. Bir diğer sonuçta Almanya ve Kanada'nın vatandaşlığa alınma koşullarının benzer olduğu belirlenmiştir. Ayrıca her iki ülkede de eğitim entegrasyon politikalarının eyaletlere göre farklılık gösterdiği görülmüştür. Bununla birlikte Kanada göçmenlere yönelik daha kapsayıcı bir eğitim politikası izlemektedir. Almanya'da ise bu süreç, mesleki eğitimle sınırlıdır. Son olarak göçmenlerin eğitime entegrasyon sürecinde karşılaştıkları en önemli sorunun dil öğrenmeyle ilgili olduğu sonucuna varılmıştır. Sonuçlara dayalı olarak, göçmenlerin Türkiye'deki eğitime entegrasyon politikalarına yönelik önerilerde bulunulmuştur.

Kaynakça

  • Aydın, S. (2020). Zorunlu eğitim çağındaki mülteci öğrencilerin eğitime uyum sürecinde Türkiye ve Kanada uygulamaları. Uluslararası Liderlik Eğitimi Dergisi, 2(2), 1-18.
  • Banting, K. (2010). Is there a progressive’s dilemma in Canada? Immigration, multiculturalism and welfare state. Canadian Journal of Political Science, 43(4), 797-820.
  • Başbakanlık Kanunlar ve Kararlar Tetkik Dairesi. (1961). Cenevre’de 1951 tarihinde imzalanmış olan Mültecilerin Hukuki Durumuna Dair Sözleşmenin tasdiki hakkında kanun tasarısı ve Dışişleri Komisyonu raporu (1/125). Sayı: 71-1448/1444, 1-53.
  • Bekaj, A., Antara, L., Adan, T., Casanova, J. T., El- Heolu, Z., Mannix, E., Mpeiwa, M., Opon, C.O., Ragab, N.J., Sharifi, S. ve Zakaryan, T. (2018). Political participation of refugees: Bridging the gaps. International Institute for Democracy and Electoral Assistance.
  • Bordignon, M., Góis, P. ve Moriconi, S. (2016). Vision Europe —The EU and the Refugee Crisis. In Improving the responses to the migration and refugee crisis in Europe. 21-22 November, 70-93.
  • British Columbia, (t.y.). K-12 funding- newcomer refugees. https://www2.gov.bc.ca/gov/content/educaion-training/k-12/administration/legislation-policy/public-schools/k-12-funding-newcomer-refugees
  • Canadian Multiculturalism Act, (1988). Canadian Multiculturalism Act. https://laws-lois.justice.gc.ca/eng/acts/c-18.7/page-1.html
  • Cange, C. W., Brunell, C., Acartürk, C. ve Fouad, M. F. (2018). Considering chronic uncertainty among Syrian refugees resettling in Europe. The Lancet Public Health, 4(1). DOI: 10.1016/S2468-2667(18)30261-5
  • Castles, S., Cubas, M. A., Kim, C. ve Özkul, D. (2012). Irregular migration: Causes, patterns and strategies. I. Omelaniuk (Eds.), In Global perspectives on migration and development (s. 117-151). Springer.
  • Cox, C. R. (2014). International students in Canada: Policies and practices for social inclusion (Yüksek lisans tezi). Ryerson University, Toronto, Canada.
  • Crowe, S., Creswell, K., Robertson, A., Huby, G., Avery, A. ve Şeyh, A.( 2011). The case study approach. BMC Medical Research Methodology, 11(1), 1-9.
  • Federal Statistical Office of Germany [DESTATIS]. (2018). Statistisches bundesamt. https://www.destasis.de/DE/Presse/Pressemitteilungen/2018/01/PD18_019_12411.html
  • Emin, M. N. ve Coşkun, İ. (2016). Türkiye’deki Suriyelilerin eğitiminde yol haritası fırsatlar ve zorluklar. İstanbul: SETA.
  • Euronews. (2020). Kanada üç yıl içinde bir milyondan fazla göçmene ikamet ve çalışma izni verecek. https://tr.euronews.com/2020/11/01kanada-uc-y-l-icinde-bir-milyondan-fazla-gocmene-ikamet-ve-cal-sma-izni-verecek
  • European Statistics [EUROSTAT]. (2017). Asylum statistics. Lüksemburg: European Commission.
  • Evans, R., Lo Forte, C., ve Fraser, E. M. (2013). UNHCR’s engagement with displaced youth: A global review. Geneva: United Nations Hih Commissioner for Refugees.
  • Faubert, B. ve Tucker, B. (2019). Leading K-12 refugee integration: A gentle approach from Ontorio, Canada. K. Arar, J. Brooks, ve I. Bogotch. (Eds.), In Education, immigration and migration: Policy, leadership and praxis for a changing world (s. 53-71). Emerald Publishing.
  • Genç, Y., Ustabaşı-Gündüz, D. ve Çöpoğlu, M. (2019). Göç ve kalkınma ilişkisi. Avrasya Uluslararası Araştırmalar Dergisi, 7(18), 479-498.
  • Gesley, J. (2017). Germany: The development of migration and citizenship law in postwar Germany. The Law Library of Congress.
  • Giner, C., Ahlsten, M., Gouveia, D., Chahrokh, H., Davin, K., Billing, K. L., Schöff, R., Pinter, C., Maier, S., Thirode, M., Cronnelly, L., Magennis, S. ve Chaigne, P. (2013). A new beginning refugee integration in Europe. UNHCR.
  • Government of Canada. (2019). Syrian refugee resettlement initative- looking to the future. https://www.canada.ca/en/immigration-refugees-citizenship/services/refugees/welcome-syrian-refugees/looking-future.html#integrate
  • Government of Canada. (2021). Apply for citizenship: Who can apply: https://www.canada.ca/en/immigration-refugees-citizenship/services/canadian-citizenship/become-canadian-citizen/eligibility.html
  • Göbel, J. (2020). Hope at university. https://www.deutschland.de/en/topic/knowledge/refugees-new-hope-at-university
  • Gravelle, T. B. (2017). Partisanship, local context, group threat, and Canadian attitudes towards immigration and refugee policy. Migration Studies, 6(3), 448-467.
  • Guruge, S., Hynie, M., Shakya, Y., Akbari, A., Htoo, S. ve Abiyo, S. (2015). Refugee youth and migration: Using arts- informed research to understand changes in their roles and responsibilities. Forum Qualitative Sozialforschung, 16(3), 1-36.
  • Günay, E., Atılgan, D. ve Serin, E. (2017). Dünya’da ve Türkiye’de göç yönetimi. Kahramanmaraş Sütçü İmam Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 7(2), 37-60.
  • Hansen, R. (2008). A new citizenship bargain for the age of mobility? Citizenship requirements in Europe and North America. Migration Policy Institue.
  • Haque, Z. (2010). What works with integrating new migrants? Lessons from international best practice. Runnymede.
  • Hieronymi, O. (2005). Identity, integration and assimilation: Factors of success and failure of migration. Refugee Survey Quarterly, 24(4), 132-150.
  • Homuth, C., Will, G. ve Maurice, J. (2020). Broken school biographies adolescent refugees in Germany. A. Korntheuer, P. Pritchard, D. B. Maehler ve L. Wilkinson. (Eds.). In Refugees in Canada and Germany: From research to policies and practice (s. 123-142). GESIS- Leibniz- Institut für Sozialwissenschaften.
  • Hyman, I., Vu, N. ve Beiser, M. (2012). Post- migration stresses among southeast Asian refugee youth in Canada: A research note. Journal of Comparative Family Studies, 31(2), 281-293.
  • Hynie, M. (2018). Refugee integration: Research and policy. Journal of Peace Psychology, 24(3), 265-276.
  • Hynie, M., Guruge, S. ve Shakya, Y. (2012). Family relationships of Afghan, Karen and Sudanese refugee youth. Canadian Ethnic Studies, 44(3), 11-28.
  • Hynie, M., Korn, A. ve Tao, D. (2016). Social context and social integration for government assisted refugees in Ontario, Canada. M. Poteet ve S. Nourpanah. (Eds.), In After the flight: The dynamics of refugee settlement and integration (s. 183-227). Cambridge Scholars.
  • Hynie, M., McGrath, S., Bridekirk, J., Oda, A., Ives, N., Hyndman, J., Arya, N., Shakya, Y. B., Hanley, H. ve McKenzie, K. (2019). What role does type of sponsorshio play in early integration outcomes? Syrian refugees resettled in six Canadian cities. Refuge, 35(2), 36-52.
  • Hynie, M., Oda, A., Roche, B., Tuck, A., Agic, B. ve McKenzie, K. (2017). Helth care needs and use of health care services among newly arrived Syrian refugees: A cross- sectional study. Canadian Medical Association Journal, 5(2), 354-458.
  • ILO, IPU ve UNHCR, (2015). Migration, human rights and governance. Geneva: Inter Parliamentary Union.
  • International Organization for Migration [IOM]. (2011). World migration report. Geneva: International Organization for Migration.
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  • İli, K. (2020). Göçmenlerle ilgili eğitim politikaları: Türkiye ve Almanya örneği (Doktora tezi). Hacettepe Üniversitesi, Ankara.
  • Jensen, J. ve Rodgers, R. (2001). Cumulating the intellectual gold of case study research. Public Administration Review, 61(2), 235-246.
  • Kandemir, M. (2018). Türkiye ve Kanada mülteci politikalarının karşılaştırmalı olarak incelenmesi (Yüksek lisans tezi). İstanbul Ticaret Üniversitesi, İstanbul.
  • Kılıç, G. ve Özkor, D. (2019). Suriyeli çocukların eğitimi araştırma raporu. Mavi Kalem Sosyal Yardımlaşma ve Dayanışma Derneği, İstanbul.
  • Korntheuer, A. ve Damm, A. C. (2019). Policy report: Legal status and education of refugees in Germany (Hamburg and Saxony). Refuge, 36(2), 30-44. DOI: https://doi.org/10.25071/1920-7336.40719
  • Korntheuer, A., Korn, A., Hynie, M., Shimwe, B. ve Homa, L. (2018). Education pathways: Policy implications for refugee youth in Germany and Canada. S. Pashang, N. Khanlou, ve J. Calarke (Eds.), In Today’s youth and mental health (s. 287-304). Cham: Springer.
  • Lifelong Learning Platform. (2016). Integrating refugees and migrants through education. European Civil Society for Education.
  • Lücke, M. (2017). The protection of refugees as a global public good and its global governance. M. Lücke., M. Akgüç., M. Barslund., A. Bartolomeo., D. Bencek., D. Groll., R. Hoxhaj., M. Lanati., N. Laurentsyeva., L. Ludolph., A. Rahim., R. Thiele., C. Schneiderheinze., T. Stöhre., A. Venturini. (Eds.) In 2017 MEDAM assessment report on asylum and migration policies in Europe sharing responsibility for refugees and expanding legal immigration (s. 30-35). MEDAM (Mercator Dialogue on Asylum and Migration): Kiel Institue for the World Economy.
  • Malatinec, T., Urbancikova, N. ve Hudec, O. (2020). Perceptions of migration and diversity by local public administrators. International Migration, 58(2), 98-117.
  • Mendenhall, M., Gomez, S. ve Varni, E. (2018). Teaching amidst conflict and displacement: Persistent challenges and promising practices for refugee, internally displaced and national teachers. UNESCO: Global Education Monitoring Report.
  • OECD, ILO, World Bank ve IMF. (2016). Towards a framework for fair and effective integration of migrants into the labour market. ilo.org/wcmsp5/groups/public/---europe/---ro-geneva/---ilo-berlin/documents/genericdocument/wcms_556988.pdf
  • Organisation for Economic Co-operation and Development [OECD]. (2011). Strong performers and successful reformers in education: Lessons from PISA for the United States. OECD Publishing.
  • Özcan, A. S. (2018). Çokkültürlülük bağlamında Türkiye’nin Suriyeli öğrencilere yönelik eğitim politikası. PESA Uluslararası Sosyal Araştırmalar Dergisi, 4(1), 17-29.
  • Özkan, U. B. (2019). Eğitim bilimleri araştırmaları için doküman inceleme yöntemi. Ankara: Pegem.
  • Papademetriou, D. ve Benton, M. (2016). From fragmentation to integration: Towards a “whole-of-society” approach to receiving and settling newcomers in Europe. In Improving the responses to the migration and refugee crisis in Europe (s. 54-69). 21-22 November, Vision Europe Summit.
  • Perkins, P. (2019). Local and global climate Justice: Activism in the great lakes watershed. Routledge.
  • Perruchoud, R. ve Cross, J.R. (2011). Glossary on migration. International Organization for Migration.
  • Pritchard, P., Korntheuer, A., Wilkinson, L. ve B. Maehler, D. (2020). Forced migration, integration and resettlement in Canada and Germany: From research to policies and practice. A. Korntheuer, P. Pritchard, D. B. Maehler ve L. Wilkinson. (Eds.). In Refugees in Canada and Germany: From research to policies and practice (s. 9-22). GESIS- Leibniz- Institut für Soziakwissenschaften.
  • Republic of Turkey Embassy in Ottowa. (2013). Kanada devletinin göçmenlik uygulamalarına genel bakış. http://ottawa.emb.mfa.gov.tr/Mission/ShowInfoNote/183468
  • Saskachewan SWIS Coordination. (t.y.). Our objectives. https://swissask.ca/our-objectives/
  • Sieg, M. ve Streitwieser, B. (2019). Inclusion via education: Integrating refugees in German society. https://www.eaire.org/blog/inclusion-via-education-integrating-refugees-in-german-society
  • Süleymanov, A. (2016). Suriyeli mülteci çocuklarla el ele projesi: Sultanbeyli ilçesindeki Suriyelilerin yaşam deneyimleri. İstanbul.
  • Şimşek, D. (2019). Transnational actives of Syrian refugees in Turkey: Hindering or supporting integration. International Migration, 57(2), 268-282.
  • Tanrıkulu, F. (2017). Türkiye’de yaşayan Suriyeli çocukların eğitim sorunu ve çözüm önerileri. Liberal Düşünce Dergisi, 22(86), 127-144.
  • Tanrıkulu, F. (2018). Suriye krizi sonrası Türkiye’deki sığınmacıların ve göçmenlerin eğitimi: Geçmiş, bugün ve gelecek perspektifleri. Hitit Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(3), 2585-2604.
  • CSD Study Abroad (t.y.). Central Toronto academy. https://www.cds.com.tr/egitim-programlari/liseler/kanada/central-toronto-academy-tdsb/
  • Tekin, U. ve Yükseker, D. (2017). Göç ve eğitim: Türkiye’de ve Almanya’da aile dili okul dilinden farklı olan çocukların okullaşması. Anadolu Kültür Derneği.
  • The UN Refugee Agency [UNHCR] ve UNESCO (2016). No more excuses: Provide education to all forcibly displaced people. Paris: UNESCO.
  • The UN Refugee Agency [UNHCR]. (2010). Convention and protocol relating to the status of refugees. https://www.unhcr.org/3b66c2aa10.html
  • The UN Refugee Agency [UNHCR]. (2016). Global trends forced displacement in 2015. Geneva: United Nations High Commissioner for Refugees.
  • The UN Refugee Agency [UNHCR]. (2018). UNHCR resettlement handbook. United Nations High Commissioner for Refugees.
  • The UN Refugee Agency [UNHCR]. (2020). Refugee data finder. https://www.unhcr.org/refugee-statistics/
  • The UN Refugee Agency [UNHCR]. (t.y.). Refugees in Canada. https://www.unhcr.ca/in-canada/refugees-in-canada/
  • Trines, S. (2019). The state of refugee integration in Germany in 2019. https://wenr.wes.org/2019/08/the-state-of-refugee-integration-in-germany-in-2019
  • Uberoi, V. (2016). Legislating multiculturalism and nationhood: The 1988 Canadian Multiculturalism Act. Canadian Journal of Political Science, 49(2), 267-287.
  • Usta, M. E., Arıkan, İ., Şahin, Y. ve Çetin, M.S. (2018). Suriyeli eğitimcilerin gözünden geçici eğitim. Mukaddime, 9(1), 171-188.
  • Vancouver School Board. (t.y.). Settlement workers in schools. https://www.vsb.bc.ca/site/nwc/support-Services/swis/Pages/Default.aspx
  • Vogel, D. ve Stock, E. (2017). Opportunities and hope through education: How German schools include refugees. Education International.
  • Yıldırım, A. ve Şimşek, H. (2016). Nitel veri analizi. Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
  • Yu, H. (2012). The language learning of refugee students in Canada public elementary and secondary schools (Postdoctoral thesis). The University of Western Ontario, Canada.
Toplam 79 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

İlker Dere 0000-0003-0993-7812

Emine Demirci 0000-0003-4818-0621

Yayımlanma Tarihi 22 Aralık 2021
Yayımlandığı Sayı Yıl 2021 TÜRKİYE’DE VE DÜNYADA GÖÇMEN EĞİTİMİ

Kaynak Göster

APA Dere, İ., & Demirci, E. (2021). GÖÇMENLERİN ÜLKEYE VE EĞİTİME ENTEGRASYONU: ALMANYA VE KANADA’NIN POLİTİKALARININ KARŞILAŞTIRILMASI. Milli Eğitim Dergisi, 50(1), 1055-1080. https://doi.org/10.37669/milliegitim.960198