Küreselleşme Çağında Sosyal Bilgiler Müfredatını Vatandaşlık Eğitimi Bağlamında Yeniden Değerlendirme

Yıl 2024, Cilt: 1 Sayı: 1, 49 - 61, 30.06.2024

Adil Çeriz

Öz

21. Yüzyıl ile beraber insanlığın hayatında yer edinmeye başlayan küreselleşme olgusu, eğitim, siyaset, ekonomi, teknoloji, kültür, gibi pek çok alanda bir dönüşüm başlatmıştır. Bu dönüşüm özellikle Eğitim ve eğitimin sosyo-kültürel boyutunda yer alan Sosyal Bilgiler eğitimi üzerinde yoğun bir etki bırakmıştır. Küreselleşmenin bıraktığı etkiden dolayı, küreselleşme karşısında Sosyal Bilgiler eğitimi artık geleneksel yapısını sürdüremez olmuş ve yeni yaklaşımların oluşturulmasını zorunlu kılmıştır. Oluşturulan yaklaşımların en önemli amaçlarından birisi de ‘küresel vatandaş’ yetiştirmektir. Bu amaçların gerçekleştirilmesinde en büyük pay Sosyal Bilgiler eğitimine düşmektedir. Çünkü Sosyal Bilgiler eğitiminin görevi ‘vatandaş’ yetiştirmektir. Yetiştirilmek istenen vatandaşlığın tipolojisi (yerel, ulusal ve evrensel) müfredatın yapısı ile ilgilidir. Yaşadığımız çağın gerektirdiği vatandaş tipolojisi de, evrensel/küresel vatandaşlıktır. Sosyal Bilgiler müfredatının, küresel vatandaşlığı yaygınlaştırmasının önemli yollarından birisi de UNESCO’nun belirlediği öğrenme boyutlarıdır. Her ne kadar bu öğrenme boyutları öğretim sırasında etkili olsa da, öğrencilerin ve bireylerin küresel vatandaşlığa karşı olumsuz algıları bulunmaktadır. Bu olumsuz algıların başında, küresel vatandaşlık eğitiminin bireyi kendi öz benliği ve ulusal kimliğinden uzaklaştırdığına işaret edilmiştir. Yapılan araştırmanın amacı ise, küresel vatandaşlığın bireyin ulusal kimliğini reddetmesini değil, ulusal kimlik anlayışını daha geniş bir bağlamda derinleştirmeyi ve bireyin küresel kimliğiyle ilişkisini güçlendirmeyi içerdiğini ileri sürmektir. Özellikle bir konunun yerel, ulusal ve küresel boyutları arasındaki ilişkilere ilişkin farkındalık yaratmak, insanlığın ve küresel vatandaşlık eğitiminin temel bir bileşenidir: “Yerel hareket edin, ulusal analiz yapın ve küresel düşünün.” Yapılan araştırmada ise, Nitel araştırma tekniklerinden olan, Döküman inceleme ve Betimsel analiz yöntemleri kullanılmıştır.

Anahtar Kelimeler

Küreselleşme, Küresel Vatandaşlık Eğitimi/Algısı, Sosyal Bilgiler Müfredatı ve Öğrenme Boyutları

Teşekkür

Prof. Dr. Nihat ŞİMŞEK ve Doç. Dr. Turan KAÇAR değerli hocalarıma sevgi saygılarla.

Re-evaluating The Social Studies Curriculum in the Context of Citizenship Education in the Age of Globalization

Öz

The phenomenon of globalization, which started to gain a place in the lives of humanity with the 21st century, has initiated a transformation in many areas such as education, politics, economy, technology, culture. This transformation has had an intense impact especially on education and Social Studies education, which is located in the socio-cultural dimension of education. Due to the impact of globalization, Social Studies education can no longer maintain its traditional structure in the face of globalization and necessitates the creation of new approaches. One of the most important aims of the approaches created is to raise 'global citizens'. The biggest share in achieving these goals falls on Social Studies education. Because the duty of Social Studies education is to raise 'citizens'. The typology of the citizenship desired to be cultivated (local, national and universal) is related to the structure of the curriculum. The citizen typology required by the age we live in is universal/global citizenship. One of the important ways that the Social Studies curriculum popularizes global citizenship is the learning dimensions determined by UNESCO. Although these learning dimensions are effective during teaching, students and individuals have negative perceptions towards global citizenship. At the top of these negative perceptions, it has been pointed out that global citizenship education alienates the individual from his or her own self and national identity. The purpose of the research is to argue that global citizenship does not involve rejecting one's national identity, but rather deepening the understanding of national identity in a broader context and strengthening one's relationship with one's global identity. Raising awareness, particularly of the relationships between the local, national, and global dimensions of an issue, is an essential component of human and global citizenship education: “Act locally, analyze nationally, and think globally.”

Anahtar Kelimeler

Globalization, Global Citizenship Education/Perception, Social Studies Curriculum and Learning Dimensions.

Kaynakça

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