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Herkes için Eğitim: Türkiye'deki Devlet Okullarında Suriyeli Mülteci Öğrencilerin Eğitimine Yönelik Öğretmenlerin ve Rehber Öğretmenlerin Deneyimleri

Year 2022, Volume: 55 Issue: 55, 411 - 430, 29.01.2022
https://doi.org/10.15285/maruaebd.1016766

Abstract

Bu nitel araştırmanın amacı, Türkiye'deki devlet ortaokullarında Suriyeli mülteci öğrencilere eğitim veren öğretmenlerin ve rehber öğretmenlerinin deneyimlerini incelemektir. Buna göre, bu araştırma İstanbul'daki 20 öğretmen ve dokuz rehber öğretmeninin görüşlerini araştırmıştır. Veriler, yarı yapılandırılmış görüşme yöntemi kullanılarak 2019 yılında toplanmıştır. Araştırma bulguları, Türk okullarındaki Suriyeli öğrencilerin şu ortak zorlukları yaşadıklarını ortaya koymuştur: dil engeli, müfredat, kültürel farklılıklar, önceki eğitim eksikliği, sosyo-ekonomik faktörler, davranış sorunları, toplum baskısı ve ebeveyn ilgisizliği. Herkes için yüksek beklentileri olan çok kültürlü bir okul iklimini desteklemek, farklı geçmişlere sahip öğrencilerin yetiştirilmesinde merkezi bir nokta haline geldi.

References

  • AFAD, (2014). Population influx from Syria to Turkey: Life in Turkey as a Syrian guest. Ankara, Turkey.
  • Ager, A., & Strang, A. (2008). Understanding integration: A conceptual framework. Journal of refugee studies, 21(2), 166-191.
  • Atkinson, T., Cantillon, B., Marlier, E. & Nolan, B. (2002). Social indicators: The EU and social inclusion. OUP Oxford.
  • Aydin, H., and Kaya, Y. (2017). The educational needs of and barriers faced by Syrian refugee students in Turkey: a qualitative case study. Intercultural Education, 28(5), 456-473.
  • Başaran, S. D. (2020). Suriyeli mülteci öğrencilerin öğretmeni olmak: Öğretmenlerin okul deneyimleri/ Being a teacher of Syrian refugee students: Teachers experiences. Eğitim ve Bilim, 46(206).
  • Çelik, Ç. (2017). Parental networks, ethnicity, and social and cultural capital: the societal dynamics of educational resilience in Turkey. British Journal of Sociology of Education, 38(7), 1007-1021.
  • Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
  • Crosier, D., & Kocanova, D. (2019). Integrating Asylum Seekers and Refugees into Higher Education in Europe: National Policies and Measures. Eurydice Report. Education, Audiovisual and Culture Executive Agency, European Commission. Available from EU Bookshop.
  • Dandy, J., & Pe-Pua, R. (2015). The refugee experience of social cohesion in Australia: Exploring the roles of racism, intercultural contact, and the media. Journal of Immigrant & Refugee Studies, 13(4), 339-357.
  • Dillioğlu, B. (2015). Süriyeli mültecilerin entegrasyonu: Türkiye'nin eğitim ve istihdam politikaları/ Syrian refugees’ integration: Turkey's education and employment policies. Akademik Ortadoğu, 10(1).
  • Emerson, L., Fear, J., Fox, S., and Sanders, E. (2012). Parental engagement in learning and schooling: Lessons from research. A report by the Australian Research Alliance for Children and Youth (ARACY) for the Family–School and Community Partnerships Bureau: Canberra.
  • Emin, M. N. (2016). Türkiye’deki Suriyeli çocukların eğitimi: Temel eğitim politikaları/ Syrian children's education in Turkey: Basic education policies. İstanbul: SETA.
  • Erdoğan, M. M. (2015). Türkiye'deki Suriyeliler: toplumsal kabul ve uyum/ Syrians in Turkey: Social acceptance and compliance. İstanbul Bilgi Üniversitesi Yayınları.
  • Erdoğan, M.M. (2017). Kopuş'tan Uyum'a kent mültecileri: Suriyeli mülteciler ve belediyelerin süreç yönetimi: İstanbul örneği./ Urban refugees from Detachment to Harmonization: Syrian refugees and process management of municipalities: The case of İstanbul. Marmara Belediyeler Birliği Kültür Yayınları.
  • Ergen, H., & Şahin, E. (2019). Sınıf öğretmenlerinin Suriyeli öğrencilerin eğitimi ile ilgili yaşadıkları problemler/ Problems confronted by primary school teachers in relation to education of Syrian students. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(44), 377-405.
  • Esquivel, G. B., and Keitel, M. A. (1990). Counseling immigrant children in the schools. Elementary School Guidance & Counseling, 24(3), 213-221.
  • Genesee, F., and Richards, J. C. (Eds.). (1994). Educating second language children: The whole child, the whole curriculum, the whole community. Cambridge University Press.
  • Gibson, M. A., & Ogbu, J. U. (1991). Minority status and schooling: A comparative study of immigrant and involuntary minorities. Garland Publishing, Inc., 717 Fifth Avenue, Suite 2500, New York, NY 10022.
  • Gillborn, D., and Mirza, H. S. (2000). Educational inequality: Mapping race, class and gender. A synthesis of research evidence. London.
  • Hobbs, G. (2016) Explaining social class inequalities in educational achievement in the UK: quantifying the contribution of social class differences in school ‘effectiveness’, Oxford Review of Education, 42:1, 16-35.
  • Human Rights Watch, (2015). „When I picture my future I see nothing“: Barriers to education for Syrian refugee children in Turkey. Available at: https://www.hrw.org/sites/default/files/report_pdf/turkey1115_brochure_web.pdf
  • İçduygu, A. (2015). Syrian refugees in Turkey: The long road ahead. Washington, DC: Migration Policy Institute.
  • Kardeş, S., and Akman, B. (2018). Suriyeli sığınmacıların eğitimine yönelik öğretmen görüşleri/ Teachers' views on the education of Syrian refugees. İlköğretim Online, 17(3).
  • Klasen, S. (1999). Social exclusion, children and education: conceptual and measurement issues. University of Munich, Department of Economics.
  • Levent, F., and Çayak, S. (2017). Türkiye'de Suriyeli öğrencilerin eğitimine yönelik okul yöneticilerinin görüşleri/ School administrators' views on Syrian students' education in Turkey . HAYEF Journal of Education, 14(1), 21-46.
  • Marks, G. N. (2005). Cross-national differences and accounting for social class inequalities in education. International sociology, 20(4), 483-505.
  • Marshall, M. N. (1996). Sampling for qualitative research. Family practice, 13(6), 522-526.
  • Miller, E., Ziaian, T., and Esterman, A. (2018). Australian school practices and the education experiences of students with a refugee background: A review of the literature. International Journal of Inclusive Education, 22(4), 339-359.
  • Ministry of Interior Directorate General of Migration Management, (2019). Migration statistics: Temporary protection. Retrieved from: http://www.goc.gov.tr/icerik6/temporary-protection_915_1024_4748_icerik
  • Ministry of National Education (MoNE), (2017). Suriyeli Öğretmenlerin Eğitici Eğitim/ Education for Syrian teachers. Retrieved from: https://oygm.meb.gov.tr/www/suriyeli-ogretmenlerin-egitici-egitimi/icerik/382
  • Ministry of National Education (MoNE), (2018). Geçici koruma kapsamı altındaki öğrencilerin eğitim hizmetleri/ Educational services for students under temporary protection. Retrieved from: https://hbogm.meb.gov.tr/meb_iys_dosyalar/2018_12/03175027_03-12-2018__Ynternet_BYlteni.pdf
  • Olagookun, O., and White, J. (2017). Including students from refugee backgrounds in Australian schools. Inclusive Education. 95-105.
  • Öztürk, M., Tepetaş Cengiz, G.Ş., Köksal, H., İrez, S. (2017). Sınıfında yabancı uyruklu öğrenci bulunan öğretmenler için el kitabı/ Handbook for teachers with foreign students in their class. Ministry of National Education. Ankara.
  • Patton, M. Q. (2015). Qualitative evaluation and research methods. Thousand Oaks, CA Sage.
  • Sakız, H. (2016). Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme önerisi/ Migrant children and school cultures: A suggestion for inclusion. Göç Dergisi, 3(1), 65-81.
  • Şeker, B. D., and Sirkeci, I. (2015). Challenges for refugee children at school in Eastern Turkey. Economics & Sociology, 8(4), 122.
  • Taskın, P., and Erdemli, O. (2018). Education for Syrian refugees: Problems faced by teachers in Turkey. Euroasian Journal of Educational Research (75), 155-178.
  • Taştan, C., and Çelik, Z. (2017). Education of Syrian refuges in Turkey: Challenges and recommendations. Ankara: Eğitim-Bir-Sen Stratejik Araştırmalar Merkezi.
  • Taylor, S. J., Bogdan, R., and DeVault, M. (2015). Introduction to qualitative research methods: A guidebook and resource. John Wiley & Sons.
  • Topkaya, Y. ve Akdağ, H. (2016). Sosyal bilgiler öğretmen adaylarının Suriyeli sığınmacılar hakkındaki görüşleri (Kilis 7 Aralık Üniversitesi örneği)/ Prospective Social studies teachers’ views about Syrian defector (Kilis 7 Aralık University sample). Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 767-786.
  • Tösten, R., Toprak, M., and Kayan, M. S. (2017). An investigation of forcibly migrated Syrian refugee students at Turkish public schools. Universal Journal of Educational Research, 5(7), 1149-1160.
  • UNHCR (2017). Global trends, forced displacement in 2016. Retrieved from: https://www.unhcr.org/globaltrends2016/
  • UNHCR Help. (2019). Key informations for Syrians. Retrieved from: https://help.unhcr.org/turkey/information-for-syrians/
  • United Nations. (1989). Convention on the Rights of the Child. Treaty Series, 1577, 3.
  • Xu, Q. (2007). A child-centered refugee resettlement program in the United States. Journal of Immigrant & Refugee Studies, 5(3), 37-59.
  • Yıldırım, A., and Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri/ Qualitative research methods in social sciences. (8th ed.) Ankara. Seçkin Yayınevi.

Education for All: Teachers’ and School Counselors’ Experiences Educating Syrian Refugee Students in Turkish Public Schools

Year 2022, Volume: 55 Issue: 55, 411 - 430, 29.01.2022
https://doi.org/10.15285/maruaebd.1016766

Abstract

The purpose of this qualitative study is to examine teachers’ and school counselors’ experiences educating Syrian refugee students in Turkish public middle schools. Accordingly, this investigation has explored the opinions of 20 teachers and nine school counselors in Istanbul. The data were collected in 2019 using the semi-structured interview method. The research findings have revealed Syrian students in Turkish schools to experience the following common hardships: language barrier, curriculum, cultural differences, lack of prior education, socio-economic factors, behavioral problems, community pressure, and parental indifference. Supporting a multicultural school climate with high expectations for all has become a central point in educating students with different backgrounds.

References

  • AFAD, (2014). Population influx from Syria to Turkey: Life in Turkey as a Syrian guest. Ankara, Turkey.
  • Ager, A., & Strang, A. (2008). Understanding integration: A conceptual framework. Journal of refugee studies, 21(2), 166-191.
  • Atkinson, T., Cantillon, B., Marlier, E. & Nolan, B. (2002). Social indicators: The EU and social inclusion. OUP Oxford.
  • Aydin, H., and Kaya, Y. (2017). The educational needs of and barriers faced by Syrian refugee students in Turkey: a qualitative case study. Intercultural Education, 28(5), 456-473.
  • Başaran, S. D. (2020). Suriyeli mülteci öğrencilerin öğretmeni olmak: Öğretmenlerin okul deneyimleri/ Being a teacher of Syrian refugee students: Teachers experiences. Eğitim ve Bilim, 46(206).
  • Çelik, Ç. (2017). Parental networks, ethnicity, and social and cultural capital: the societal dynamics of educational resilience in Turkey. British Journal of Sociology of Education, 38(7), 1007-1021.
  • Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
  • Crosier, D., & Kocanova, D. (2019). Integrating Asylum Seekers and Refugees into Higher Education in Europe: National Policies and Measures. Eurydice Report. Education, Audiovisual and Culture Executive Agency, European Commission. Available from EU Bookshop.
  • Dandy, J., & Pe-Pua, R. (2015). The refugee experience of social cohesion in Australia: Exploring the roles of racism, intercultural contact, and the media. Journal of Immigrant & Refugee Studies, 13(4), 339-357.
  • Dillioğlu, B. (2015). Süriyeli mültecilerin entegrasyonu: Türkiye'nin eğitim ve istihdam politikaları/ Syrian refugees’ integration: Turkey's education and employment policies. Akademik Ortadoğu, 10(1).
  • Emerson, L., Fear, J., Fox, S., and Sanders, E. (2012). Parental engagement in learning and schooling: Lessons from research. A report by the Australian Research Alliance for Children and Youth (ARACY) for the Family–School and Community Partnerships Bureau: Canberra.
  • Emin, M. N. (2016). Türkiye’deki Suriyeli çocukların eğitimi: Temel eğitim politikaları/ Syrian children's education in Turkey: Basic education policies. İstanbul: SETA.
  • Erdoğan, M. M. (2015). Türkiye'deki Suriyeliler: toplumsal kabul ve uyum/ Syrians in Turkey: Social acceptance and compliance. İstanbul Bilgi Üniversitesi Yayınları.
  • Erdoğan, M.M. (2017). Kopuş'tan Uyum'a kent mültecileri: Suriyeli mülteciler ve belediyelerin süreç yönetimi: İstanbul örneği./ Urban refugees from Detachment to Harmonization: Syrian refugees and process management of municipalities: The case of İstanbul. Marmara Belediyeler Birliği Kültür Yayınları.
  • Ergen, H., & Şahin, E. (2019). Sınıf öğretmenlerinin Suriyeli öğrencilerin eğitimi ile ilgili yaşadıkları problemler/ Problems confronted by primary school teachers in relation to education of Syrian students. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(44), 377-405.
  • Esquivel, G. B., and Keitel, M. A. (1990). Counseling immigrant children in the schools. Elementary School Guidance & Counseling, 24(3), 213-221.
  • Genesee, F., and Richards, J. C. (Eds.). (1994). Educating second language children: The whole child, the whole curriculum, the whole community. Cambridge University Press.
  • Gibson, M. A., & Ogbu, J. U. (1991). Minority status and schooling: A comparative study of immigrant and involuntary minorities. Garland Publishing, Inc., 717 Fifth Avenue, Suite 2500, New York, NY 10022.
  • Gillborn, D., and Mirza, H. S. (2000). Educational inequality: Mapping race, class and gender. A synthesis of research evidence. London.
  • Hobbs, G. (2016) Explaining social class inequalities in educational achievement in the UK: quantifying the contribution of social class differences in school ‘effectiveness’, Oxford Review of Education, 42:1, 16-35.
  • Human Rights Watch, (2015). „When I picture my future I see nothing“: Barriers to education for Syrian refugee children in Turkey. Available at: https://www.hrw.org/sites/default/files/report_pdf/turkey1115_brochure_web.pdf
  • İçduygu, A. (2015). Syrian refugees in Turkey: The long road ahead. Washington, DC: Migration Policy Institute.
  • Kardeş, S., and Akman, B. (2018). Suriyeli sığınmacıların eğitimine yönelik öğretmen görüşleri/ Teachers' views on the education of Syrian refugees. İlköğretim Online, 17(3).
  • Klasen, S. (1999). Social exclusion, children and education: conceptual and measurement issues. University of Munich, Department of Economics.
  • Levent, F., and Çayak, S. (2017). Türkiye'de Suriyeli öğrencilerin eğitimine yönelik okul yöneticilerinin görüşleri/ School administrators' views on Syrian students' education in Turkey . HAYEF Journal of Education, 14(1), 21-46.
  • Marks, G. N. (2005). Cross-national differences and accounting for social class inequalities in education. International sociology, 20(4), 483-505.
  • Marshall, M. N. (1996). Sampling for qualitative research. Family practice, 13(6), 522-526.
  • Miller, E., Ziaian, T., and Esterman, A. (2018). Australian school practices and the education experiences of students with a refugee background: A review of the literature. International Journal of Inclusive Education, 22(4), 339-359.
  • Ministry of Interior Directorate General of Migration Management, (2019). Migration statistics: Temporary protection. Retrieved from: http://www.goc.gov.tr/icerik6/temporary-protection_915_1024_4748_icerik
  • Ministry of National Education (MoNE), (2017). Suriyeli Öğretmenlerin Eğitici Eğitim/ Education for Syrian teachers. Retrieved from: https://oygm.meb.gov.tr/www/suriyeli-ogretmenlerin-egitici-egitimi/icerik/382
  • Ministry of National Education (MoNE), (2018). Geçici koruma kapsamı altındaki öğrencilerin eğitim hizmetleri/ Educational services for students under temporary protection. Retrieved from: https://hbogm.meb.gov.tr/meb_iys_dosyalar/2018_12/03175027_03-12-2018__Ynternet_BYlteni.pdf
  • Olagookun, O., and White, J. (2017). Including students from refugee backgrounds in Australian schools. Inclusive Education. 95-105.
  • Öztürk, M., Tepetaş Cengiz, G.Ş., Köksal, H., İrez, S. (2017). Sınıfında yabancı uyruklu öğrenci bulunan öğretmenler için el kitabı/ Handbook for teachers with foreign students in their class. Ministry of National Education. Ankara.
  • Patton, M. Q. (2015). Qualitative evaluation and research methods. Thousand Oaks, CA Sage.
  • Sakız, H. (2016). Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme önerisi/ Migrant children and school cultures: A suggestion for inclusion. Göç Dergisi, 3(1), 65-81.
  • Şeker, B. D., and Sirkeci, I. (2015). Challenges for refugee children at school in Eastern Turkey. Economics & Sociology, 8(4), 122.
  • Taskın, P., and Erdemli, O. (2018). Education for Syrian refugees: Problems faced by teachers in Turkey. Euroasian Journal of Educational Research (75), 155-178.
  • Taştan, C., and Çelik, Z. (2017). Education of Syrian refuges in Turkey: Challenges and recommendations. Ankara: Eğitim-Bir-Sen Stratejik Araştırmalar Merkezi.
  • Taylor, S. J., Bogdan, R., and DeVault, M. (2015). Introduction to qualitative research methods: A guidebook and resource. John Wiley & Sons.
  • Topkaya, Y. ve Akdağ, H. (2016). Sosyal bilgiler öğretmen adaylarının Suriyeli sığınmacılar hakkındaki görüşleri (Kilis 7 Aralık Üniversitesi örneği)/ Prospective Social studies teachers’ views about Syrian defector (Kilis 7 Aralık University sample). Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 767-786.
  • Tösten, R., Toprak, M., and Kayan, M. S. (2017). An investigation of forcibly migrated Syrian refugee students at Turkish public schools. Universal Journal of Educational Research, 5(7), 1149-1160.
  • UNHCR (2017). Global trends, forced displacement in 2016. Retrieved from: https://www.unhcr.org/globaltrends2016/
  • UNHCR Help. (2019). Key informations for Syrians. Retrieved from: https://help.unhcr.org/turkey/information-for-syrians/
  • United Nations. (1989). Convention on the Rights of the Child. Treaty Series, 1577, 3.
  • Xu, Q. (2007). A child-centered refugee resettlement program in the United States. Journal of Immigrant & Refugee Studies, 5(3), 37-59.
  • Yıldırım, A., and Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri/ Qualitative research methods in social sciences. (8th ed.) Ankara. Seçkin Yayınevi.
There are 46 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Seherzada JUSUFBASİC 0000-0002-4321-2201

Seyf KENAN 0000-0002-3773-7693

Early Pub Date January 29, 2022
Publication Date January 29, 2022
Acceptance Date January 14, 2022
Published in Issue Year 2022 Volume: 55 Issue: 55

Cite

APA JUSUFBASİC, S., & KENAN, S. (2022). Education for All: Teachers’ and School Counselors’ Experiences Educating Syrian Refugee Students in Turkish Public Schools. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 55(55), 411-430. https://doi.org/10.15285/maruaebd.1016766