Analysis of the Controversial Issues in Turkish Social Studies/history Education in Regard to the European Union Standards PDF Download

Author: Bulent Tarman
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Elvan Gunel
Publisher: IAP
ISBN: 1641133074
Category : Social Science
Languages : en
Pages : 271

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Book Description
Controversial Issues in Social Studies Education in Turkey: The Contemporary Debates consists of different research each analyze a controversial topic that is significant to understand the social and political dynamics of Turkish society and culture. One of the purpose of this volume is to analyze and discuss how various controversial issues are perceived by Turkish educators. It also provides insight about how to think and re-organize education both in Turkey and in a global world by taking perceptions of in-service and pre-service social studies teachers on controversial issues and how to teach about them in the Turkish context into consideration. Lastly, it may provide educators and researchers who are interested in teaching and examining such issues with a holistic view.

Author: Bulent Tarman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 272

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Book Description
The European Union and the Modernization of the Turkish Education System examines the reconstruction of Turkish history/social studies curriculum and assesses how well the program conforms to the established European Union (EU) directions and norms. In this age of globalization, the extent to which the EU can impose its educational norms on Turkish education as the membership process unfolds is in question. Therefore, the problem addressed in this study concerns the relationship between educational and national development in Turkey and the degree of influence the EU can exercise appropriately on that development. The complexity of integrating one nation with another is significantly difficult in itself. The challenge of integrating culturally distinct national entities into a functioning, peaceful community of states increases this difficulty by several orders of magnitude. This book explores the conflicting imperatives and the efforts to establish commonality. In this area, the influence of history/social studies education becomes the focus as it is the vanguard for establishing permanently altered mindsets for the ultimate good of both Turkey and the European community. Finally, of ultimate importance to this study is the status of evolutionary change in Turkish history/social studies education. Based upon the assumption that EU membership for Turkey is a positive step toward avoiding marginalization in the increasing integration motivated by globalization, an evaluation of the current status and the necessary progression of change is not only logical, but also imperative for this study's value. This landmark book examines the role of education as Turkey transits from a nationalistic orientation toward EU membership and its inherent multinational/ multicultural integration. Of particular concern in this regard are the following: 1) the issues of sovereign and supra-nationalism which challenge Turkey's candidacy for membership in the EU in general; 2) the tense relationship between formal education and political power in Turkey; 3) the specific tension and its reflection in the new social studies program; and 4) under these circumstances, the progress, challenges and needed reforms to accomplish history/social studies education reforms for both Turkey and EU candidacy requirements. This study strives to reconcile the issues of Turkish accession, the implementation of EU educational standards and policies, the influence of political change (with regard to the EU) on history/ social studies texts in Turkey, and the differences between traditional pedagogy and curricular reforms for the whole of Turkish Education. This study considers the historical framework of the relationship between Turkey and the EU; Turkey's efforts toward educational modernization; the rationale for such initiatives; and their role as creating complicating factors for both national education reform, and, simultaneously, EU acceptance of Turkey as a nation and, in particular, its history/social studies curriculum. The European Union and the Modernization of the Turkish Education System is an important book for all history/social studies educators and policy makers.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 732

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Author: Orhan Akinoglu
Publisher:
ISBN:
Category :
Languages : en
Pages : 16

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The aim of this study is to determine and assess how the relationships with and candidateship conditions of the European Union have reflected to the Turkish primary educational curricula for the Life Science and Social Studies which were changed in the years of 1968, 1998 and 2004. The study was performed on a qualitative basis by analyzing relevant literature and documents--mainly the 1968, 1998 and 2004 teaching curricula. After analyzing the findings of the study, it was seen that compared to the previous 1968 and 1998 curricula, there was a radical change in the 2004 Life Science and Social Studies curricula, as the backbone of primary education, with regard to their inclusion of educational norms, skills, international perspective, democratic consciousness and principles required by the globalizing world in general and the European Union in particular. (Contains 7 tables.).

Author: Yavuz KARADAĞ
Publisher: Akademisyen Kitabevi
ISBN: 6253992139
Category : Education
Languages : tr
Pages : 23

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Author: K. Inal
Publisher: Springer
ISBN: 1137097817
Category : Education
Languages : en
Pages : 372

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Book Description
Neoliberal policies have had an impact on educational systems globally. This book provides a detailed and critical analysis of neoliberal educational policies and reforms in Turkey by focusing on the Justice and Development Party's reform efforts over the last eight years.

Author: Mustafa Sahin
Publisher:
ISBN:
Category :
Languages : en
Pages : 17

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Book Description
Social studies course is a pivotal course offered in the first three years of students' primary education. Since the foundation of the Turkish Republic to the present, there have been changes in the curricula of the social studies course in accordance with the needs and expectations of the related period in Turkish Republic history. Whether these changes introduced have fulfilled the mentioned expectations is the object of interest in this essay. Having considered these issues, answers to the following questions were sought within this research: a) what sorts of changes have been introduced to overcome the shortcomings of the old curricula, b) to what extent have these changes lived up to the characteristics of the period and does the field of the object or the content meet the requirements and to what extent does the content of the course align with the features of the educational sciences? Like the primary education curricula being used since the establishment of the Turkish Republic until today, social studies course's curricula were arranged by either the committee on education, the educational council or by a foreign educational consultant and external factors. The 1924 social studies course curriculum was in effect on a temporary basis due to being prepared quickly by the recently established Turkish Republic and it was in use only for two years. The 1926 social studies curriculum was the work of a government which just had completed its political revolution process and it was shaped around the ideas of an American educational scholar, Dewey. Next, in 1936 Turkish revolution was emphasized in the social studies curriculum, in which citizenship consciousness and patriotism was commonly stated. The 1948 social studies curriculum was in use for about 20 years and it accepted teaching knowledge as the principle idea and it created a dense amount of content by increasing the number of the chapters. In the social studies curriculum of 1968, all the objectives were set according to the student-oriented approach and it stayed in use for 30 years. The social studies curriculum of 1998 carried the features of behaviourist approach since it was created under this approach. The 2005 social studies curriculum was a constructivist one prepared with the effects of external factors, since it was made for the purpose of being compatibility with the EU norms. Both the 2009 and the 2015 curricula were used to addressed values, special occasions and weeks, explanation of educational status and evaluation themes.

Author: Keith C. Barton
Publisher: Routledge
ISBN: 1135645132
Category : Education
Languages : en
Pages : 349

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In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education. The authors review research on students' historical thinking and set it in the theoretical context of mediated action--an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students' developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools. Beyond simply describing the factors that influence students' thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can help citizens engage in collaboration toward the common good. In Teaching History for the Common Good, Barton and Levstik: *discuss the contribution of theory and research, explain the theory of mediated action and how it guides their analysis, and describe research on children's (and adults') knowledge of and interest in history; *lay out a vision of pluralist, participatory democracy and its relationship to the humanistic study of history as a basis for evaluating the perspectives on the past that influence students' learning; *explore four principal "stances" toward history (identification, analysis, moral response, and exhibition), review research on the extent to which children and adolescents understand and accept each of these, and examine how the stances might contribute to--or detract from--participation in a pluralist democracy; *address six of the principal "tools" of history (narrative structure, stories of individual achievement and motivation, national narratives, inquiry, empathy as perspective-taking, and empathy as caring); and *review research and conventional wisdom on teachers' knowledge and practice, and argue that for teachers to embrace investigative, multi-perspectival approaches to history they need more than knowledge of content and pedagogy, they need a guiding purpose that can be fulfilled only by these approaches--and preparation for participatory democracy provides such purpose. Teaching History for the Common Good is essential reading for history and social studies professionals, researchers, teacher educators, and students, as well as for policymakers, parents, and members of the general public who are interested in history education or in students' thinking and learning about the subject.

Author: Alessandro Lazari
Publisher: CRC Press
ISBN: 1000570657
Category : Political Science
Languages : en
Pages : 274

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Book Description
External Dimension of the European Union’s Critical Infrastructure Protection Programme: From Neighboring Frameworks to Transatlantic Cooperation provides the basis, methodological framework, and first comprehensive analysis of the current state of the external dimension European Programme for Critical Infrastructure Protection. The challenges at the EU level are multidimension insofar as identifying, designating and protecting critical infrastructures with the ultimate goal of harmonizing different national policies of the Member States and creating the identity of the European Union in this arena. Modern society has become so reliant on various sectors of critical infrastructure—energy, telecommunications, transport, finance, ICT, and public services—that any disruption may lead to serious failures that impact individuals, society, and the economy. The importance of critical infrastructures grows with the industrial development of global and national communities; their interdependence and resiliency is increasingly important given security threats including terrorism, natural disaster, climate change and pandemic outbreak In the area of Critical Infrastructure Protection and Resilience, the European Union is constantly committed to setting the objectives for the Member States. At the same time, the European Commission promotes the importance of a common approach to Critical Infrastructure Protection (CIP), and ensure cooperation beyond the borders of the Union, while also cooperating with neighboring countries, including those soon willing to join the European Union. This book has been structured and written to contribute to current critical infrastructures, resilience policy development and discussions about regional and international cooperation. It serves as a reference for those countries willing to initiate cooperation and that therefore demand deeper knowledge on the security cultures and frameworks of their potential partners. Features: Provides an unprecedented analysis of the national frameworks of 14 neighboring countries of the EU, plus the United States and Canada Overcomes the language barriers to provide an overall picture of the state of play of the countries considered Outlines the shaping of national critical infrastructure protection frameworks to understanding the importance of service stability and continuity Presents guidelines to building a comprehensive and flexible normative framework Addresses the strategic and operational importance of international co-operation on critical infrastructure including efforts in CIP education and training Provides insight to institutions and decision-makers on existing policies and ways to improve the European security agenda The book explains and advocates for establishing stronger, more resilient systems to preserve functionalities at the local, national, and international levels. Security, industry, and policy experts—both practitioners and policy decision-makers—looking for answers will find the solutions they seek within this book.