Araştırma Makalesi
BibTex RIS Kaynak Göster

SCHOOLING CONTEXTS OF REFUGEES AT PRIMARY SCHOOLS IN TWO HOTSPOTS: COMPARISON OF ITALY AND TURKEY

Yıl 2021, TÜRKİYE’DE VE DÜNYADA GÖÇMEN EĞİTİMİ, 1163 - 1186, 22.12.2021
https://doi.org/10.37669/milliegitim.960452

Öz

This study aimed to investigate refugee pupils' schooling contexts, their social relationships with teachers and native peers in math, social studies, and native language courses at primary schools. The research is a combination of two parts that originated from the observations in Italy to highlight the refugees’ schooling contexts in classrooms, then followed by the part that took place in Turkey in order to make comparisons and address the bullets to learn from each other to make improvements. The data were collected within the frame of a descriptive phenomenological research design. Results were analyzed in general and in terms of the aforementioned courses and determined the refugees’ and teachers’ strengths, weaknesses, opportunities, and threats known as SWOT. One of the notable results showed that respecting justice and equality, and peer support were the common strengths in Turkey and Italy. There were further results concerning focusing on the differences and familiarities between these two hotspots.

Kaynakça

  • Acar Çiftçi, Y., & Aydın, H. (2014). A study on the necessity of multicultural education in Turkey. SDU Faculty of Arts and Sciences Journal of Social Sciences (33), 197-218.
  • Ajduković, M., & Ajduković, D. (1993). Psychological well-being of refugee children. Child abuse & neglect, 17(6), 843-854.
  • Akay, S., Hamamcı, Z. & Kurt, M. (2017). Examining the problems faced by the psychological counsellors who work with the syrian children and the solutions applied to encounter the problems. GAUN JES, 2(1), 23- 47.
  • Anderson, D. L., Watt, S. E., Noble, W., & Shanley, D. C. (2012). Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD: The role of teaching experience. Psychology in the Schools, 49(6), 511-525.
  • Anderson-Pence, K. (2013). Ethnomathematics: The Role of Culture in the Teaching and Learning of Mathematics. Utah Mathematics Teacher.
  • Arabacı, İ. B., Başar, M., Akan, D., & Göksoy, S. (2014). An analysis about educational problems in camps in which Syrian refugees stay: Condition analysis. International Journal of Social Sciences & Education, 4(3), 80-94.
  • Bačáková, M. (2011). Developing inclusive educational practices for refugee children in the Czech Republic. Intercultural Education, 22(2), 163-175.
  • Bonazza, V., Pasetti, P., & Severoni, C. (2012). Fare programmazione. Indagine sulle competenze professionali degli insegnanti nella scuola primaria di Bologna. Italıan Journal Of Educatıonal Research, 214-229.
  • Bozan, İ. (2014). Internal migration movements in Turkey and effect of migration on education: A case study (Unpublished Master thesis) Akdeniz University, Antalya.
  • Busby, R., Ingram, R., Bowron, R., Oliver, J., & Lyons, B. (2012). Teaching Elementary Children with Autism: Addressing Teacher Challenges and Preparation Needs. Rural educator, 33(2), 27-35.
  • Bussi, M. G. B., & Sun, X. H. (2018). Building the foundation: Whole numbers in the primary grades. New York: Springer.
  • Büyüköztürk, S., Kiliç Çakmak, E., Akgün, Ö. E., Karadeniz, S., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayıncılık.
  • Caniglia, J. (2018). Teaching function mathematics skills to refugees. Adults Learning Mathematics: An International Journal, 13(1), 7-16. Caponio T., Schmoll C. (2011). Lo studio delle seconde generazioni in Francia e in Italia. Tra transnazionalismo e nazionalismo metodologico, in Stranieri in Italia. La generazione dopo, Barbagli M., Schmoll C., Il Mulino, Bologna, 103-146.
  • Cerrocchi L. e Martini B. (2005). Gli strumenti della ricerca. In F. Frabboni e F. Pinto Minerva, Pianeta delle scienze umane, Roma-Bari, Laterza Edizioni Scolastiche, 249-277.
  • Colombo E. (2007). Molto più che stranieri, molto più che italiani. Modi diversi di guardare ai destini degli di immigrati in un contesto di crescente globalizzazione, Mondi Migranti, 1, 63-85.
  • Deveci, A., Gürbüz, H. B. (2012). Educational and administrative problems encountered at schools by Turkish students in Denmark. Social & Behavioral Sciences,46, 5805-5810.
  • Directorate General of Migration Management (2019). Immigration. Retrived from: https://en.goc.gov.tr/ Di Rosa, R. T., Gucciardo, G., Argento, G., & Leonforte, S. (2019). LEGGERE.
  • Dooley, K. (2009). Re-thinking pedagogy for middle school students with little, no or severely interrupted schooling. English Teaching: Practice and Critique, 8 (1), 5-22.
  • Elias, M. J., & Weissberg, R. P. (2000). Primary prevention: Educational approaches to enhance social and emotional learning. Journal of School Health, 70(5), 186-190.
  • Er, A. R., & Bayındır, N. (2015). Pedagogical approaches of elementary teachers for primary refugee children.International Journal of Social & Educational Sciences,2(4), 175-185
  • European Union (2018). Mathematical Dictionary For The Refugees. Retrived from: https://ec.europa.eu/migrantintegration/librarydoc/mathematical-dictionary-for-the-refugees
  • Feuerherm, E. (2013). Language Policies, Identities, and Education in Refugee Resettlement. Dissertation thesis. ProQuest LLC. 789 East Eisenhower Parkway.
  • Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116.
  • Gay, G. (2010). Acting on beliefs in teacher education for cultural diversity. Journal of Teacher Education, 61(1/2), 143–152.

İLKOKULLARDAKİ MÜLTECİLERİN EĞİTİMSEL BAĞLAMLARI: İTALYA VE TÜRKİYE KARŞILAŞTIRMASI

Yıl 2021, TÜRKİYE’DE VE DÜNYADA GÖÇMEN EĞİTİMİ, 1163 - 1186, 22.12.2021
https://doi.org/10.37669/milliegitim.960452

Öz

Bu çalışma, ilköğretim okullarındaki matematik, sosyal bilgiler ve anadil derslerinde mülteci öğrencilerin okullaşma bağlamlarını, öğretmenleri ve yerel akranlarıyla sosyal ilişkilerini araştırmayı amaçlamıştır. Araştırma, mültecilerin sınıflardaki okullaşma bağlamlarını vurgulamak için İtalya’daki gözlemlerden yola çıkan iki bölümün ve karşılaştırmalar yapmak için Türkiye’de gerçekleşen bölümün bir birleşimidir. Veriler betimsel fenomenolojik araştırma deseni çerçevesinde toplanmıştır. Sonuçlar genel olarak ve söz konusu dersler açısından analiz edilmiş; mültecilerin ve öğretmenlerin SWOT olarak bilinen güçlü, zayıf yönleri, fırsatları ve tehditleri belirlenmiştir. Dikkate değer sonuçlardan biri, adalet ve eşitliğe saygı ve akran desteğinin Türkiye ve İtalya’daki ortak güçlü yönler olduğunun görülmesidir. Ele alınan diğer derslerdeki benzerlik ve farklılıklara ilişkin araştırma sonuçları da bulunmaktadır.

Kaynakça

  • Acar Çiftçi, Y., & Aydın, H. (2014). A study on the necessity of multicultural education in Turkey. SDU Faculty of Arts and Sciences Journal of Social Sciences (33), 197-218.
  • Ajduković, M., & Ajduković, D. (1993). Psychological well-being of refugee children. Child abuse & neglect, 17(6), 843-854.
  • Akay, S., Hamamcı, Z. & Kurt, M. (2017). Examining the problems faced by the psychological counsellors who work with the syrian children and the solutions applied to encounter the problems. GAUN JES, 2(1), 23- 47.
  • Anderson, D. L., Watt, S. E., Noble, W., & Shanley, D. C. (2012). Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD: The role of teaching experience. Psychology in the Schools, 49(6), 511-525.
  • Anderson-Pence, K. (2013). Ethnomathematics: The Role of Culture in the Teaching and Learning of Mathematics. Utah Mathematics Teacher.
  • Arabacı, İ. B., Başar, M., Akan, D., & Göksoy, S. (2014). An analysis about educational problems in camps in which Syrian refugees stay: Condition analysis. International Journal of Social Sciences & Education, 4(3), 80-94.
  • Bačáková, M. (2011). Developing inclusive educational practices for refugee children in the Czech Republic. Intercultural Education, 22(2), 163-175.
  • Bonazza, V., Pasetti, P., & Severoni, C. (2012). Fare programmazione. Indagine sulle competenze professionali degli insegnanti nella scuola primaria di Bologna. Italıan Journal Of Educatıonal Research, 214-229.
  • Bozan, İ. (2014). Internal migration movements in Turkey and effect of migration on education: A case study (Unpublished Master thesis) Akdeniz University, Antalya.
  • Busby, R., Ingram, R., Bowron, R., Oliver, J., & Lyons, B. (2012). Teaching Elementary Children with Autism: Addressing Teacher Challenges and Preparation Needs. Rural educator, 33(2), 27-35.
  • Bussi, M. G. B., & Sun, X. H. (2018). Building the foundation: Whole numbers in the primary grades. New York: Springer.
  • Büyüköztürk, S., Kiliç Çakmak, E., Akgün, Ö. E., Karadeniz, S., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayıncılık.
  • Caniglia, J. (2018). Teaching function mathematics skills to refugees. Adults Learning Mathematics: An International Journal, 13(1), 7-16. Caponio T., Schmoll C. (2011). Lo studio delle seconde generazioni in Francia e in Italia. Tra transnazionalismo e nazionalismo metodologico, in Stranieri in Italia. La generazione dopo, Barbagli M., Schmoll C., Il Mulino, Bologna, 103-146.
  • Cerrocchi L. e Martini B. (2005). Gli strumenti della ricerca. In F. Frabboni e F. Pinto Minerva, Pianeta delle scienze umane, Roma-Bari, Laterza Edizioni Scolastiche, 249-277.
  • Colombo E. (2007). Molto più che stranieri, molto più che italiani. Modi diversi di guardare ai destini degli di immigrati in un contesto di crescente globalizzazione, Mondi Migranti, 1, 63-85.
  • Deveci, A., Gürbüz, H. B. (2012). Educational and administrative problems encountered at schools by Turkish students in Denmark. Social & Behavioral Sciences,46, 5805-5810.
  • Directorate General of Migration Management (2019). Immigration. Retrived from: https://en.goc.gov.tr/ Di Rosa, R. T., Gucciardo, G., Argento, G., & Leonforte, S. (2019). LEGGERE.
  • Dooley, K. (2009). Re-thinking pedagogy for middle school students with little, no or severely interrupted schooling. English Teaching: Practice and Critique, 8 (1), 5-22.
  • Elias, M. J., & Weissberg, R. P. (2000). Primary prevention: Educational approaches to enhance social and emotional learning. Journal of School Health, 70(5), 186-190.
  • Er, A. R., & Bayındır, N. (2015). Pedagogical approaches of elementary teachers for primary refugee children.International Journal of Social & Educational Sciences,2(4), 175-185
  • European Union (2018). Mathematical Dictionary For The Refugees. Retrived from: https://ec.europa.eu/migrantintegration/librarydoc/mathematical-dictionary-for-the-refugees
  • Feuerherm, E. (2013). Language Policies, Identities, and Education in Refugee Resettlement. Dissertation thesis. ProQuest LLC. 789 East Eisenhower Parkway.
  • Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116.
  • Gay, G. (2010). Acting on beliefs in teacher education for cultural diversity. Journal of Teacher Education, 61(1/2), 143–152.
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Dilara Yılmaz 0000-0001-5539-8261

Ceyda Şensin 0000-0002-3036-0221

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

Kaynak Göster

APA Yılmaz, D., & Şensin, C. (2021). SCHOOLING CONTEXTS OF REFUGEES AT PRIMARY SCHOOLS IN TWO HOTSPOTS: COMPARISON OF ITALY AND TURKEY. Milli Eğitim Dergisi, 50(1), 1163-1186. https://doi.org/10.37669/milliegitim.960452