How is Multicultural Education Perceived in Elementary Schools in Turkey? A Case Study

Autor/in	Aslan, Serkan
Titel	How is Multicultural Education Perceived in Elementary Schools in Turkey? A Case Study
Quelle	In: European Journal of Educational Research, 8 (2019) 1, S.233-247 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Foreign Countries; Multicultural Education; Elementary Education; Elementary School Teachers; Teacher Attitudes; Student Centered Learning; Drama; Case Studies; Teaching Methods; Barriers; Parent Education; Cultural Pluralism; Social Justice; Democratic Values; Gender Differences; Academic Rank (Professional); Educational Attainment; Teaching Experience; Ethnicity; Religion; Socioeconomic Status; Language Usage; Social Bias; Disabilities; Teacher Characteristics; Turkey + Suchen Sie Ihr Suchwort? Ausland; Multikulturelle Erziehung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schauspiel; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Parents education; Elternbildung; Elternschule; Kulturpluralismus; Soziale Gerechtigkeit; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Ethnizität; Socio-economic status; Sozioökonomischer Status; Sprachgebrauch; Handicap; Behinderung; Türkei
Abstract	This research aims to examine the current situation of multicultural education in elementary schools. Therefore, the views of the classroom teachers on multicultural education have been examined and multicultural education activities have been observed in the classes. Having a case study research method which is considered as one of the qualitative research designs, the study hosts a total of 15 classroom teachers who worked in the province of Elazig during the 2016 and 2017 academic year. The maximum variation sampling method has been used in the research. The research has employed semi-structured interview and observation forms. The research data has been analyzed through content analysis. Research results have revealed that most of the teachers perceive multicultural education as education presented to the individuals with different ethnic identities. Teachers' perceptions towards multicultural education have been identified to be similar in terms of their gender, seniority and educational status. Teachers mostly do student-centred activities related to multicultural education, use drama and case studies in their classes. While practising multicultural education, teachers mostly encounter with student-related problems. The majority of the people have recommended that parents be trained on the relevant subject. Similar results have emerged in the observations made by the researcher. Based on the research findings, several recommendations have been provided. Primary school curricula should be organized taking multicultural education into consideration, and the problems identified by teachers should be eliminated by those concerned. (As Provided).
Anmerkungen	Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@eu-jer.com; Web site: http://www.eu-jer.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01