Intercultural Education for a Culture of Harmony and Peace: Reflections of a Practice

Aybiçe Tosun; Ayşe Yorulmaz

Makale detayları

Intercultural Education for a Culture of Harmony and Peace: Reflections of a Practice

Yazarlar:

Aybiçe Tosun | Ayşe Yorulmaz

Yayıncı:

Hitit University

Ana Başlıklar:

Din Eğitimi

Dergi:

Hitit İlahiyat Dergisi Vol.23 Issue 2, pp.991-1014

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001336411

pISSN:

2757-6949

Anahtar kelimeler:

Özet:

 Cultural diversity experienced at all levels of society provides opportunities such as recognizing differences and learning from others, but it also brings along various adaptation problems stemming from the necessity of living together. Diversity-based differences in the social structure make it necessary to be sensitive to the new structure and to develop adaptation policies, especially in areas such as education, health and social services.Despite having centuries of experience coexistance with cultural diversity, Turkey has felt the need to relearn how to live together, especially due to refugee migrations over the past decade. Numerous studies have been conducted to identify the challenges faced in multicultural classroom environments formed with immigrant students. These studies focus on theintegration problems of immigrant students, their experiences of specific courses or the learning outcomes of these courses, the problems between migrant and native students, and the experiences and attitudes of teachers and school administrators regarding the education of migrant students. These studies make various recommendations for educational policy makers, school administrators, teacher training institutions, and teachers to address the problems identified. Among the common points of the suggestions are the acceptance of cultural diversity as a fact at every stage of education, from policy makers to practitioners, and the inclusive approach to diversity. However, there has not been enough interest in studies aiming at course application and their evaluation for multicultural learning environments. This study aims to contribute to the literature not only by identifying problems but also by developing practical suggestions for solutions. Intercultural education is considered as an effective approach to enable coexistence by building a culture of reconciliation and peace in educational environments where cultural diversity exists. Intercultural education promotes interactive educational environments that enable learning and doing together beyond the juxtaposition of cultures. It is expected that the gains from such a learning experience will be transferred from school to other areas of life, thereby supporting coexistence. Considering the need for practical suggestions for multicultural educational environments, this study aims to develop educational solutions to the problems faced by immigrant and native students regarding coexistance. The goal is to achieve this by identifying the impact of culture and social adaptation-themed courses conducted with a group of immigrant and native students at high school level. Identifying how migrant and native students experience these lessons and creating a list of outcomes for an intercultural education practice that centers on reconciliation, a culture of peace, and the ability to live together constitute the sub-objectives of the study. The research was conducted using a case study design from qualitative research methods. A learning environment was created in which a study group consisting of 7 native and 7 immigrant high school students received education together, and creative drama-based educational practices were organized in line with the intercultural education approach. After a total of 8 sessions of 80 minutes each, students evaluations of these educational experiences were identified through focus group interviews. The data obtained were thematised and analysed according to the content analysis technique. The findings showed that participants gained the competencies in accepting diversity, tolerating uncertainty, empathy, openness, discovery, interaction, and flexibility at the level of knowledge, skills, attitudes, and behaviors, and that these are parallelconsistent with intercultural competencies pointing to skills for living together in a positive culture of peace. Following the identification of the problems of immigrant and native students in the study, the implementation of a programme developed for solving these problems and the evaluation of students experiences towards this implementation is important for developing and proliferating solution-oriented applications, ensuring the right of all students to receive education in learning environments where cultural diversity exists, and increasing the quality of educational environments. The findings of the study showed that organizing educational environments and practices in a way that allows for interculturality provides an opportunity to review students attitudes towards language barriers and prejudices, which are shown as the main causes of adaptation problems, and also motivates students towards empathy and openness. This result indicated that an intercultural approach could be effective in building a culture of harmony.

 Toplumun her kademesinde deneyimlenen kültürel çeşitlilik, farklılıkları tanıma ve ötekinden öğrenme gibi fırsatlar sunmakla birlikte, bir arada yaşama zorunluluğundan kaynaklanan çeşitli uyum sorunlarını da beraberinde getirmektedir. Sosyal yapıda meydana gelen çeşitliliğe dayalı farklılıklar, özellikle eğitim, sağlık, sosyal hizmetler gibi alanlarda oluşan yeni yapıya duyarlı olmayı ve uyum politikaları geliştirmeyi gerekli kılmaktadır. Yüzyıllardır kültürel çeşitlilikle bir arada yaşama deneyimine sahip olmasına karşın Türkiye, özellikle son on yılda yaşanan mülteci göçleriyle bir arada yaşamayı yeniden öğrenme ihtiyacı duymaktadır. Göçmen öğrencilerle beraber oluşan çokkültürlü sınıf ortamlarında karşılaşılan güçlüklerin tespitine yönelik çok sayıda araştırma yapılmaktadır. Bu çalışmalar, göçmen öğrencilerin uyum sorunlarını, belirli dersler ya da bu derslerin kazanımları ile ilgili deneyimlerini, göçmen öğrenciler ile yerli öğrenciler arasındaki sorunları, öğretmenlerin ve okul yöneticilerinin göçmen öğrencilerin eğitimi ile ilgili tutum ve deneyimlerini tespit etmeye odaklanmaktadır. Bu araştırmalarda tespit edilen sorunların çözümüne yönelik eğitim politikası yapıcılarına, okul yöneticilerine, öğretmen yetiştiren kurumlara ve öğretmenlere çeşitli öneriler sunulmaktadır. Önerilerde, eğitim öğretimin her aşamasında kültürel çeşitliliğin bir olgu olarak kabul edilmesi ve kapsayıcı bir şekilde ele alınması gerektiği vurgulanmaktadır. Ancak çokkültürlü eğitim ortamları için ders uygulamaları ve bunların değerlendirilmesini amaçlayan çalışmalara yeterli ilgi gösterilmemiştir. Bu çalışmanın sadece sorunların tespitiyle kalmayıp çözüme yönelik uygulama önerisi geliştirmesiyle literatüre katkı sağlaması beklenmektedir. Kültürel çeşitliliğin var olduğu eğitim ortamlarında, uzlaşı ve barış kültürünü inşa ederek bir arada yaşamı mümkün kılmak için kültürlerarası eğitim etkili bir yaklaşım olarak değerlendirilmektedir. Kültürlerarası eğitim, kültürlerin yan yanalığının ötesinde birlikte öğrenmeyi ve birlikte yapmayı mümkün kılacak etkileşimsel eğitim ortamlarını teşvik etmektedir. Böyle bir öğrenme deneyiminden elde edilen kazanımların okuldan yaşamın diğer alanlarına taşınması ve böylece birlikte yaşamın desteklenmesi beklenmektedir. Çokkültürlü eğitim ortamları için uygulama önerilerine duyulan ihtiyaç dikkate alındığında, bu çalışma göçmen ve yerli öğrencilerin bir arada yaşam ile ilgili karşılaştıkları sorunlara eğitim alanından çözüm önerileri geliştirmeyi amaçlamaktadır. Lise düzeyinde göçmen ve yerli öğrencilerden oluşan bir grupla yürütülecek kültür ve toplumsal uyum temalı derslerin öğrenciler üzerindeki etkisini tespit ederek bu amaca ulaşmak hedeflenmiştir. Göçmen ve yerli öğrencilerin bu dersleri nasıl deneyimlediklerini tespit etmek ve uzlaşı ve barış kültürü ile birlikte yaşam becerisini temele alan bir kültürlerarası bir eğitim uygulaması için kazanım listesi oluşturmak çalışmanın alt amaçlarını oluşturmaktadır. Araştırma nitel araştırma yöntemlerinden durum çalışması deseni ile yürütülmüştür. Lise düzeyinde 7 yerli ve 7 göçmen öğrenciden oluşan bir çalışma grubunun birlikte eğitim aldığı bir öğrenme ortamı oluşturularak, kültürlerarası eğitim yaklaşımına uygun yaratıcı drama temelli eğitim uygulamaları düzenlenmiştir. Her biri 80 dakika süren toplam 8 oturumluk öğrenme sürecinin ardından öğrencilerin bu eğitim deneyimlerine ilişkin değerlendirmeleri odak grup görüşmeleri yoluyla tespit edilmiştir. Ulaşılan veriler içerik analizi tekniğine göre temalandırılarak analiz edilmiştir. Ulaşılan bulgular katılımcıların bilgi, beceri, tutum ve davranış düzeyinde; çeşitliliği kabul etme, belirsizliği tolere etme, empati, açıklık, keşfetme, etkileşim ve esneklik yetkinliklerini kazandıklarını ve bunların pozitif bir barış kültürü içinde bir arada yaşamaya dönük becerilere işaret eden kültürlerarası yetkinliklerle paraleluyumlu olduğunu göstermiştir. Çalışmada göçmen ve yerli öğrencilerin sorunlarının tespit edilmesinin ardından sorunların çözümü için geliştirilmiş bir programın uygulanması ve uygulamaya dönük deneyimlerin değerlendirilmesinin yapılmış olması; çözüme dönük uygulamaların geliştirilmesi ve çoğaltılması, kültürel çeşitliliğin var olduğu öğrenme ortamlarında tüm öğrencilerin eğitim alma haklarının yerine gelebilmesi ve eğitim ortamlarının kalitesinin artması açısından önemlidir. Çalışmanın bulguları, eğitim ortamlarının ve uygulamalarının kültürlerarasılığa imkan verecek şekilde düzenlenmesinin uyum sorunlarının sebebi olarak gösterilen dil engeli ve ön yargılara dönük öğrenci tutumlarını gözden geçirme imkanı sunduğunu, ayrıca öğrencileri empati ve açıklığa karşı motive ettiğini ortaya çıkarmıştır. Bu sonuç kültürlerarası yaklaşımın uyum kültürü inşa etmede etkili olabileceğini göstermiştir.

 Cultural diversity experienced at all levels of society provides opportunities such as recognizing differences and learning from others, but it also brings along various adaptation problems stemming from the necessity of living together. Diversity-based differences in the social structure make it necessary to be sensitive to the new structure and to develop adaptation policies, especially in areas such as education, health and social services.Despite having centuries of experience coexistance with cultural diversity, Turkey has felt the need to relearn how to live together, especially due to refugee migrations over the past decade. Numerous studies have been conducted to identify the challenges faced in multicultural classroom environments formed with immigrant students. These studies focus on theintegration problems of immigrant students, their experiences of specific courses or the learning outcomes of these courses, the problems between migrant and native students, and the experiences and attitudes of teachers and school administrators regarding the education of migrant students. These studies make various recommendations for educational policy makers, school administrators, teacher training institutions, and teachers to address the problems identified. Among the common points of the suggestions are the acceptance of cultural diversity as a fact at every stage of education, from policy makers to practitioners, and the inclusive approach to diversity. However, there has not been enough interest in studies aiming at course application and their evaluation for multicultural learning environments. This study aims to contribute to the literature not only by identifying problems but also by developing practical suggestions for solutions. Intercultural education is considered as an effective approach to enable coexistence by building a culture of reconciliation and peace in educational environments where cultural diversity exists. Intercultural education promotes interactive educational environments that enable learning and doing together beyond the juxtaposition of cultures. It is expected that the gains from such a learning experience will be transferred from school to other areas of life, thereby supporting coexistence. Considering the need for practical suggestions for multicultural educational environments, this study aims to develop educational solutions to the problems faced by immigrant and native students regarding coexistance. The goal is to achieve this by identifying the impact of culture and social adaptation-themed courses conducted with a group of immigrant and native students at high school level. Identifying how migrant and native students experience these lessons and creating a list of outcomes for an intercultural education practice that centers on reconciliation, a culture of peace, and the ability to live together constitute the sub-objectives of the study. The research was conducted using a case study design from qualitative research methods. A learning environment was created in which a study group consisting of 7 native and 7 immigrant high school students received education together, and creative drama-based educational practices were organized in line with the intercultural education approach. After a total of 8 sessions of 80 minutes each, students evaluations of these educational experiences were identified through focus group interviews. The data obtained were thematised and analysed according to the content analysis technique. The findings showed that participants gained the competencies in accepting diversity, tolerating uncertainty, empathy, openness, discovery, interaction, and flexibility at the level of knowledge, skills, attitudes, and behaviors, and that these are parallelconsistent with intercultural competencies pointing to skills for living together in a positive culture of peace. Following the identification of the problems of immigrant and native students in the study, the implementation of a programme developed for solving these problems and the evaluation of students experiences towards this implementation is important for developing and proliferating solution-oriented applications, ensuring the right of all students to receive education in learning environments where cultural diversity exists, and increasing the quality of educational environments. The findings of the study showed that organizing educational environments and practices in a way that allows for interculturality provides an opportunity to review students attitudes towards language barriers and prejudices, which are shown as the main causes of adaptation problems, and also motivates students towards empathy and openness. This result indicated that an intercultural approach could be effective in building a culture of harmony.

 Cultural diversity experienced at all levels of society provides opportunities such as recognizing differences and learning from others, but it also brings along various adaptation problems stemming from the necessity of living together. Diversity-based differences in the social structure make it necessary to be sensitive to the new structure and to develop adaptation policies, especially in areas such as education, health and social services.Despite having centuries of experience coexistance with cultural diversity, Turkey has felt the need to relearn how to live together, especially due to refugee migrations over the past decade. Numerous studies have been conducted to identify the challenges faced in multicultural classroom environments formed with immigrant students. These studies focus on theintegration problems of immigrant students, their experiences of specific courses or the learning outcomes of these courses, the problems between migrant and native students, and the experiences and attitudes of teachers and school administrators regarding the education of migrant students. These studies make various recommendations for educational policy makers, school administrators, teacher training institutions, and teachers to address the problems identified. Among the common points of the suggestions are the acceptance of cultural diversity as a fact at every stage of education, from policy makers to practitioners, and the inclusive approach to diversity. However, there has not been enough interest in studies aiming at course application and their evaluation for multicultural learning environments. This study aims to contribute to the literature not only by identifying problems but also by developing practical suggestions for solutions. Intercultural education is considered as an effective approach to enable coexistence by building a culture of reconciliation and peace in educational environments where cultural diversity exists. Intercultural education promotes interactive educational environments that enable learning and doing together beyond the juxtaposition of cultures. It is expected that the gains from such a learning experience will be transferred from school to other areas of life, thereby supporting coexistence. Considering the need for practical suggestions for multicultural educational environments, this study aims to develop educational solutions to the problems faced by immigrant and native students regarding coexistance. The goal is to achieve this by identifying the impact of culture and social adaptation-themed courses conducted with a group of immigrant and native students at high school level. Identifying how migrant and native students experience these lessons and creating a list of outcomes for an intercultural education practice that centers on reconciliation, a culture of peace, and the ability to live together constitute the sub-objectives of the study. The research was conducted using a case study design from qualitative research methods. A learning environment was created in which a study group consisting of 7 native and 7 immigrant high school students received education together, and creative drama-based educational practices were organized in line with the intercultural education approach. After a total of 8 sessions of 80 minutes each, students evaluations of these educational experiences were identified through focus group interviews. The data obtained were thematised and analysed according to the content analysis technique. The findings showed that participants gained the competencies in accepting diversity, tolerating uncertainty, empathy, openness, discovery, interaction, and flexibility at the level of knowledge, skills, attitudes, and behaviors, and that these are parallelconsistent with intercultural competencies pointing to skills for living together in a positive culture of peace. Following the identification of the problems of immigrant and native students in the study, the implementation of a programme developed for solving these problems and the evaluation of students experiences towards this implementation is important for developing and proliferating solution-oriented applications, ensuring the right of all students to receive education in learning environments where cultural diversity exists, and increasing the quality of educational environments. The findings of the study showed that organizing educational environments and practices in a way that allows for interculturality provides an opportunity to review students attitudes towards language barriers and prejudices, which are shown as the main causes of adaptation problems, and also motivates students towards empathy and openness. This result indicated that an intercultural approach could be effective in building a culture of harmony.

Makale detayları

Intercultural Education for a Culture of Harmony and Peace: Reflections of a Practice

Yazarlar:

Aybiçe Tosun | Ayşe Yorulmaz

Yayıncı:

Hitit University

Ana Başlıklar:

Din Eğitimi

Dergi:

Hitit İlahiyat Dergisi Vol.23 Issue 2, pp.991-1014

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001336411

pISSN:

2757-6949

Religious Education

Education

Intercultural Education

Intercultural Competences

Coexistence

Culture of PeaceDin Eğitimi

Eğitim

Kültürlerarası Eğitim

Kültürlerarası Yetkinlikler

Bir Arada Yaşama

Barış Kültürü

Sayı

Makale detayları

Yazarlar: Aybiçe Tosun | Ayşe Yorulmaz

Yayıncı: Hitit University

Ana Başlıklar: Din Eğitimi

Dergi: Hitit İlahiyat Dergisi Vol.23 Issue 2, pp.991-1014

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001336411

pISSN: 2757-6949

Sayı

Yazarlar:

Aybiçe Tosun | Ayşe Yorulmaz

Yayıncı:

Hitit University

Ana Başlıklar:

Din Eğitimi

Dergi:

Hitit İlahiyat Dergisi Vol.23 Issue 2, pp.991-1014

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001336411

pISSN:

2757-6949