Graduate Students' Experiences of Multicultural Education

Fatih Yılmaz

Makale detayları

Graduate Students' Experiences of Multicultural Education

Yazarlar:

Fatih Yılmaz

Yayıncı:

Inonu University

Ana Başlıklar:

Çok Kültürlü Eğitim

Dergi:

İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.1084-1105

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001298284

pISSN:

1300-2899

Anahtar kelimeler:

Özet:

 The concept of multiculturalism, which emerged for the first time in the 1960s and is much discussed today, has played important roles in the transformation of social structures. Naturally, education is the main factor in this transformation. This has led to the emergence of another concept. This concept, which will appear as multicultural education, has been the cornerstone of peace and coexistence in some societies. Some societies have not been able to realise sufficient sensitivity and transformations in this regard. In this study, it was tried to examine the experience and the process of experiencing the course that classroom teachers took during their postgraduate education regarding both the concept of multiculturalism and the concept of multicultural education. In this context, the phenomenological approach, which is a qualitative research design, was adopted. Research data were collected through semi-structured interviews. Twelve classroom teachers who received postgraduate education participated in the study. The interviews were conducted after the end of the 15-week Multicultural Education course. Interpretative phenomenological analysis method was used to analyse the data. At the end of the research, the participants defined the concept of multiculturalism as cultural diversity, cultural sensitivity, richness, freedom from prejudice, respect and harmony, while the experiences and gains were expressed as discovery, individual experiences, personal and professional development.

 The concept of multiculturalism, which emerged for the first time in the 1960s and is much discussed today, has played important roles in the transformation of social structures. Naturally, education is the main factor in this transformation. This has led to the emergence of another concept. This concept, which will appear as multicultural education, has been the cornerstone of peace and coexistence in some societies. Some societies have not been able to realise sufficient sensitivity and transformations in this regard. In this study, it was tried to examine the experience and the process of experiencing the course that classroom teachers took during their postgraduate education regarding both the concept of multiculturalism and the concept of multicultural education. In this context, the phenomenological approach, which is a qualitative research design, was adopted. Research data were collected through semi-structured interviews. Twelve classroom teachers who received postgraduate education participated in the study. The interviews were conducted after the end of the 15-week Multicultural Education course. Interpretative phenomenological analysis method was used to analyse the data. At the end of the research, the participants defined the concept of multiculturalism as cultural diversity, cultural sensitivity, richness, freedom from prejudice, respect and harmony, while the experiences and gains were expressed as discovery, individual experiences, personal and professional development.

 The concept of multiculturalism, which emerged for the first time in the 1960s and is much discussed today, has played important roles in the transformation of social structures. Naturally, education is the main factor in this transformation. This has led to the emergence of another concept. This concept, which will appear as multicultural education, has been the cornerstone of peace and coexistence in some societies. Some societies have not been able to realise sufficient sensitivity and transformations in this regard. In this study, it was tried to examine the experience and the process of experiencing the course that classroom teachers took during their postgraduate education regarding both the concept of multiculturalism and the concept of multicultural education. In this context, the phenomenological approach, which is a qualitative research design, was adopted. Research data were collected through semi-structured interviews. Twelve classroom teachers who received postgraduate education participated in the study. The interviews were conducted after the end of the 15-week Multicultural Education course. Interpretative phenomenological analysis method was used to analyse the data. At the end of the research, the participants defined the concept of multiculturalism as cultural diversity, cultural sensitivity, richness, freedom from prejudice, respect and harmony, while the experiences and gains were expressed as discovery, individual experiences, personal and professional development.

 İlk defa 1960lı yıllarda ortaya çıkan ve günümüzde çok tartışılan çokkültürlülük kavram toplumsal yapıların dönüşmesinde önemli roller oynamıştır. Tabi doğal olarak bu dönüşümde eğitim başat faktör olarak karşımıza çıkmaktadır. Bu da bir başka kavramın ortaya çıkmasına neden olmuştur. Çokkültürlü eğitim olarak karşımıza çıkacak olan bu kavram, kimi toplumlarda barışın ve bir arada yaşamanın temel taşı olmuştur. Kimi toplumlar ise bu konuda yeterli duyarlılık ve dönüşümleri gerçekleştirememiştir. Bu çalışmada hem çokkültürlülük kavramına hem de çokkültürlü eğitim kavramına ilişkin sınıf öğretmenlerinin lisansüstü eğitimleri sırasında aldıkları dersin deneyimlenmesi ve yaşanılan süreç incelenmeye çalışılmıştır. Bu bağlamda nitel araştırma deseni olan fenomonolojik yaklaşım benimsenmiştir. Araştırma verileri yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Araştırmaya lisans üstü eğitim alan 12 sınıf öğretmeni katılmıştır. Görüşmeler 15 hafta süren Çokkültürlü Eğitim dersi bittikten sonra gerçekleştirilmiştir. Verilerin analizinde yorumlayıcı fenomonolojik analiz yöntemi kullanılmıştır. Araştırma sonunda katılımcılar çokkültürlülük kavramını kültürel farklılık, kültürel duyarlılık, zenginlik, önyargılardan arınma, saygı ve uyum olarak tanımlamalarken, deneyim ve kazanımları ise keşfetme, bireysel deneyimler, kişisel ve mesleki gelişim olarak ifade etmişlerdir.

Makale detayları

Graduate Students' Experiences of Multicultural Education

Yazarlar:

Fatih Yılmaz

Yayıncı:

Inonu University

Ana Başlıklar:

Çok Kültürlü Eğitim

Dergi:

İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.1084-1105

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001298284

pISSN:

1300-2899

Classroom teacher

multiculturalism

multicultural education.: Sınıf öğretmeni

çokkültürlülük

çokkültürlü eğitim.

Sayı

Makale detayları

Graduate Students' Experiences of Multicultural Education

Yazarlar: Fatih Yılmaz

Yayıncı: Inonu University

Ana Başlıklar: Çok Kültürlü Eğitim

Dergi: İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.1084-1105

Belge Tipi: Makale

Yayın Tarihi: 9/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001298284

pISSN: 1300-2899

Classroom teacher

multiculturalism

multicultural education.: Sınıf öğretmeni

çokkültürlülük

çokkültürlü eğitim.

Sayı

Yazarlar:

Fatih Yılmaz

Yayıncı:

Inonu University

Ana Başlıklar:

Çok Kültürlü Eğitim

Dergi:

İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.1084-1105

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001298284

pISSN:

1300-2899