Hendek, A. (2019). Uluslarüstü din eğitimi politikası ve etkisi: türkiye ve ingiltere'deki politika aktörlerinden perspektifler. Türkiye Din Eğitimi Araştırmaları Dergisi, 7, 37-60.

Yıl 2019, Sayı: 7, 37 - 60, 27.06.2019

Abdurrahman Hendek

Öz

Avrupa'daki
devlet okullarındaki din eğitimi, Avrupa İnsan Hakları Sözleşmesi'nde ve Avrupa
İnsan Hakları Mahkemesi içtihadında belirtilen insan hakları prensiplerine
uygun olması gerekmektedir. Dahası, son yirmi yılda uluslarüstü kuruluşlar
devlet okullarındaki din eğitimi ile ilgili tavsiyeler ve kılavuzlar
yayınlamışlardır. Bu nitel araştırmada, İngiltere ve Türkiye'deki politika
aktörlerinin uluslarüstü din eğitimi politikasını ve artan etkisini nasıl
yorumladığı ve algıladığı incelenmektedir. Bunun için akademisyenlerden dini ve
seküler kurum temsilcilerine, öğretmenlerden üst düzey devlet görevlilerine
kadar çeşitli politika aktörleri ile (n40) görüşmeler yapılmıştır. Bulgular,
politika aktörlerinin uluslarüstü din eğitimi politikasını ve etkisini farklı
ve çelişkili şekillerde yorumladığını ve anladığını göstermektedir. Bunun
yanında, politika aktörlerinin uluslararası din eğitimi politikasını kendi din
eğitimi politikalarını desteklemek için kullandıkları görülmektedir. Bu
bulgular sonucu ortaya çıkan hususlar makalenin sonunda tartışılmaktadır. 

Anahtar Kelimeler

Din eğitimi, Uluslarüstü din eğitimi politikası, Türkiye, İngiltere, Politika aktörleri

Hendek, A. (2019). Supranational religious education policy and its influence: Perspectives from policy actors in Turkey and England. Türkiye Din Eğitimi Araştırmaları Dergisi, 7, 37-60.

Öz

Religious
education in state schools in Europe has to be consistent with the human rights
principles expressed in the European Convention on Human Rights, and in the
case-law of the European Court of Human Rights. Moreover, in the last two
decades, supranational organisations have published recommendations and
guidelines pertaining to religious education in state schools. In this
qualitative research, how policy actors in England and Turkey interpret and
perceive supranational religious education policy and its growing influence is
analysed.  In-depth interviews were
conducted with various policy actors (n40) ranging from academics to
representatives of religious and secular organisations and from teachers to
state officials. The findings suggest that the policy actors interpret and
understand the supranational religious

education
policy and its influence differently and contradictorily. What is more, it
seems that supranational religious education policy is appropriated and used
selectively by policy actors to promote their desired religious education
model. Implications arise from these findings are discussed at the end of the
article. 

Anahtar Kelimeler

Religious education, Supranational religious education policy, Turkey, England, Policy actors

Kaynakça

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