Examining the Citizenship and Democracy Education Textbook and Curriculum in terms of Global Education

As a result of scientific and technological developments in today’s world, global education has started to take its place in the educational systems throughout the world and become more significant in recent years. Since global education has multiple effects on societies, it is also crucial in helping students to become informed, active, and global citizens. This study employs document analysis, a qualitative research method, in order to examine how the themes regarding global education are shaped in the Citizenship and Democracy Education textbook and curriculum designed for the eighth grade students. Findings of the study showed that some themes, regarding global education, are embedded into the curriculum only to provide knowledge without any emphasis on necessary skills and values, and other sub-themes completely ignored along with the global dimension of citizenship education.


Introduction
The advances in science and technology have swiftly changed the world that we live in.
Increase in use of the social media, rapid developments in transportation, easier access to information, and fast and unrestricted interaction in such fields as education, arts, music, and literature resulting from better commercial relations have brought people living in different parts of the world closer, ultimately caused to what has come to be known as globalization (Şahin, 2011;Balay, 2004).Although globalization is viewed as something massively impacting the world and led people to describe the world as a global village, scholars have yet to come up with a standardized definition, which is why so many different definitions of globalization exist.
While Şahin (2011) defines globalization as "certain economic, political, and cultural values and structures moving beyond national borders and spreading worldwide" (p. 2), Çalık and Sezgin (2005) describe it as worldwide integration on a political, economic, social, and cultural scale, with the distances between everything from economy to politics, education to business, becoming ever shorter and more insignificant.Bayar (2008), on the other hand, defines globalization as a "gradual increase through "interdependence" in the amount of communication and interaction amongst the humans, societies, and states in different parts of the earth" (p.25).
Globalization has influenced the politics and cultures, and shaped the current policies of many countries worldwide with an impact primarily on economy, but also on almost all aspects of life.International cooperation, use of foreign resources, and small-scale business agreements with other countries have increased as a consequence of an economically shrinking world, while the neoliberal policies of the world's economically developed major players have brought about a significant rise in income distributions nationally and internationally, and shifted the balances as a result.This has caused a drift away from the social state (Lakes and Carter, 2011;Yazıcı, 2014).These political and economic policies shifted balances; minority groups within nations have marginalized because of linguistic, religious, ethnic, socio-economic, cultural, and denominational differences, which has in turn led to war, terror, hunger, famine, and migrations, profoundly affecting people's daily lives.
As a result, people may suddenly find themselves a long way from their homes, living completely different lives.
The impact of globalization on countries has not only been on an economic and political scale but also on social and cultural scales.More and easier self-expression by the constituent cultures of a society and the other cultures independent of the mainstream one, the individual's self-definition as a world citizen, privatization of education, and the monopoly of a few countries over the basic requirements for education are some of the changes due to neoliberal politics and globalization.Therefore different cultures and cross-cultural interaction within those countries have also been exclusively changed (Gümüş and İlhan, 2012;Lakes and Carter, 2011).Since culturally sensitive education aims to define and understand differences based on race, language, religion, ethnic group, socio-cultural and socio-economic status, denomination, and sexual orientation, raise awareness of these differences, teach to respect them, and create democratic educational environments, it ought to be offered in the classrooms (Gay, 2002).Tezcan (2002), too, concludes that the literature mostly focuses on the economic aspect of globalization, ignoring its cultural dimension.Tezcan (2002) states that the cultural dimension also exhibits intrinsic differences.
Education is a significant part of the cultural dimension as well as arts, law, ethics, and politics, etc.As the cultures of countries changes due to globalization, their education systems, too, are subject to parallel changes.On the other hand, certain neoliberal policies (e.g.privatization and monopolization of education), implemented by the world's major players for their economic and political agendas, also have indirect influences on education.
These policies pave the way to gradual privatization in education and monopolization of educational revenues and expenses by a few leader economies.Faced with a plethora of educational choices in such political environments, familiesthe smallest structural units of societyare squeezed between the dominant groups in education due to the policies in place (Apple, 2006) and, at times, even guided through misinformation towards failing schools with incompetent teachers (Lakes and Carter, 2011).Therefore the individuals in those educational settings affected by globalization both directly and indirectly need an education that could help them keep pace with the changing cultural environment (Kirkwood, 2001;Merryfield, 1997;Ukpokodu, 1999).At this point, desirable aims of education such as respect to differences, awareness of problems, acquisition of values and skills necessary for problemsolving, and multiple perspectives on what happens around the world lead people towards global education, which sees the world as a whole and aims to make individuals parts of it.
The global education approach has gained importance as people have become more interested in global issues such as hunger, war, inequality, and social injustice, and is now a basic need for all, as what happens around the world impacts all aspects of human lives (Açıkalın, 2010a;Alger and Harf, 1985;Merryfield, 1997).Boston (1997) and Merryfield (1997) argue that each educational system needs a separate definition of global education according to its own institutional beliefs and practices.
In most general terms, distilled from its many definitions, global education is a concept that seeks to introduce students to different cultures, make them respect differences, raise an awareness of global issues, improve their sensitivity and responsibility, critical thinking and empathy skills, provide them with a world view, and move students closer to these aims through educational programmes in a world where people are ever closer to one another due to rapidly evolving interconnectedness and interdependence as a result of globalization (Açıkalın, 2010b;Alger and Harf, 1985;Boston, 1997;Merryfield, 1997;Pike, 2000;Ukpokodu, 1999).The primary goal of global education is to inform students of the traditions, cultures, and values of people in different parts of the world, and to help students to interact effectively with people around the world.Even though some scholars consider global education to be a movement originating in the US so that the US can sustain its competitive position, it is now a worldwide movement affecting all countries of the world (Tye and Kniep, 1991;Ukpokodu, 1999).
In addition to offering a definition of global education, scholars who advocate global education have also explained its dimensions (Açıkalın, 2010a).Hanvey (2004) stresses the need for a global consciousness in order to cope with problems in a world in which countries are more and more interdependent, and puts forward five dimensions of global education considered to be conducive to this consciousness: "perspective consciousness, state-of-theplanet awareness, cross-cultural awareness, knowledge of global dynamics, and awareness of human choices" (p.2).Kirkwood (2001), on the other hand, categorizes Hanvey's (2004) skills under four themes, which have been adopted by many scholars (Açıkalın, 2010a;Açıkalın, 2010b;Alger and Harf, 1985;Merryfield, 1997;Pike, 2000).These themes are 1) multiple perspectives, 2) comprehension and appreciation of cultures 3) knowledge of global issues, and 4) the world as an interrelated system.The multiple perspectives theme involves individuals' skills to consider events from different angles; the theme of understanding and respecting cultures involves the empathy skills and responsibility values in interacting with different cultures; the theme of knowledge of global issues includes an awareness of, and proposing solutions for, problems such as migration, overpopulation, decrease in natural resources, financial crises, war, natural disasters, hole in the ozone layer, etc. even if these may not exist in one's own country; and finally, the theme of the world as an interrelated system focuses on individuals seeing themselves as parts of the world, which has now come to be a system of seemingly unrelated but actually closely-knit events and mechanism, especially due to political and economic interests (Alger and Harf, 1985;Hanvey, 2004;Kirkwood, 2001;Merryfield, 1997;Pike, 2000).
Based on these themes, global education has made its way to the curricula of many different countries including Canada, the US, the UK, and Turkey.Because of new approaches in education and educational reforms that commit to provide individuals with the knowledge, skills, and values to help them to first understand their own culture and then to appreciate, understand, and respect other cultures, citizenship education has become a subject can no longer be ignored by societies.A revision of citizenship education is now inevitable due to racial, cultural, religious, and linguistic variety in countries resulting from such events as migration, war, and terror (Banks, 1997;Banks, 2004;Castles, 2004).Global education is now offered in many countries; as a result the citizens with the global skills and values emerged as a product, which expands the concept of citizenship even more.While in the past citizenship was just about obeying social order and being responsible to society, it is now about responsibility to the entire world, sensitivity about global issues such as war, peace, migration, terror, and hunger, and consideration of oneself as part of the world as he/she holds onto his/her national identity (Kan, 2009).
In its global citizenship curriculum, Oxfam (2006) highlights the perception of the world as a large place and consideration of oneself as a citizen thereof, awareness and respect of differences, awareness of the world order, opposition to social injustice, membership of local and global associations, efforts to make the world a more just and liveable place, and a sense of responsibility towards the world as typical characteristics of a global citizen.
In order to provide individuals with these characteristics, global education themes are offered as part of the social studies curriculum in Turkey as single units of a spiral program in 4th, 5th, 6th, and 7 th grades.A review of the existing literature suggests that the themes of global education are not fully stressed (the world as an interrelated system and respecting differences), with some themes completely ignored (multiple perspectives), and that teacher education programmes are not in line with the aims of global education (Açıkalın, 2010a;Alazzi, 2011;Balkar and Özgan, 2010;Kaymakçı, 2012;Khaled, 2011;Mangram and Watson, 2011;Mundy and Manion, 2008).Studies on teacher education and practices have mostly been conducted through eliciting teachers' and students' perceptions of and attitudes towards global education and the concepts of global citizenship, revealing the status quo, and comparing it to what is expected (Alazzi, 2011;Appleyard, 2009;Göl, 2013;Kaymakçı, 2012;Koluman, 2011;Mangram and Watson, 2011;Özkan, 2006).Apart from these studies, none has been found on the themes of global education in textbooks and curricula within the scope of raising responsible citizens.The present study aims to investigate the eight grade Citizenship and Democracy Education textbook and the curriculum in terms of global education.

Significance and Goals of the Study
In response to the globalization movement which has brought along the need for reforms with far-reaching effects in education as in many other fields, nations have adopted new approaches in education, one of which is global education, which seeks to educate individuals so that they are able to keep pace with the world order that has been changing in many social and cultural aspects such as economy, politics, arts, and literature.
The fact that people from different racial, linguistic, religious, cultural, and ethnic backgrounds now live altogether in the same country, and that universal technologies make them express more and more interest in the wars, terror, migrations, genocide, and natural disasters suffered by others thousands of miles away, has made global education a necessity.
Just like many other countries in the world, Turkey, too, has taken important steps towards the implementation of global education (Açıkalın, 2010a;Açıkalın, 2010b;Kaymakçı, 2012).
However, looking at the quality of the education offered in Turkey, whether the aims of global education are fully achieved is quite debateable.The curriculum, the teacher, and the textbook are the three crucial components in raising individuals equipped with the values and skills that global education strives towards.As global education is a fairly new concept, research shows a lack of comprehensive knowledge in teachers (Göl, 2013;Kaymakçı, 2012).
As teachers' classroom practices differ depending on their training, experience, and points of view, the curriculum and the textbook must be well designed so as to serve as a guide for the teachers.The textbook and the curriculum are the teachers' two indispensable assistants in imparting the objectives of global education to the students.Textbooks in particular are the most commonly used course tools in schools.The majority of teachers consider the textbook as the basic resource and continue to treasure it even as digital tools have become abundant thanks to current technologies (Kızılçaoğlu, 2003).It is therefore quite important that the textbook and the curriculum be in line with the course objectives.This study aims to examine how the themes in global education are shaped in the Citizenship and Democracy Education textbook and curriculum designed for the eighth grade students in primary education, seeking answers to the following research questions: 1. How is the Citizenship and Democracy Education textbook designed for the eighth grade shaped in terms of its knowledge, skills, and values based on the themes of global education?2. How is the Citizenship and Democracy Education curriculum designed for the eighth grade shaped in terms of the themes of global education?

Method
This study aims to examine how the themes in global education are shaped in the eighth grade Citizenship and Democracy Education textbook and the curriculum.Thus, document analysis was selected as a qualitative research method for data collection.Document analysis involves "analysing written materials on the fact or facts under study" (Yıldırım and Şimşek, 2013) and can be used on its own as well as in triangulation.Films, photographs, letters, stories, autobiographies, books, curricula, correspondence, student files, assignments, patient records, statements, and many other visual and written materials are considered to be data in documentary research (Bailey, 1994;Bogdan and Biklen, 2007;Creswell, 2012;Merriam, 2009).
The documents used in this study were the textbook selected as the textbook for the values and 17 skills, eight of which were basic skills.Merriam (2009) points out that document analysis can be carried out in four stages: getting hold of the documents, checking their authenticity and originality, codificationcategorization, and analysis.In documentary research, data analysis may involve content analysis or descriptive analysis.While content analysis requires an in-depth analysis for new dimensions and themes, descriptive analysis engages with more superficial analysis of the existing themes (Creswell, 2012).
In this study, descriptive analysis was used in data analysis as the themes in the literature on global education were taken into consideration in the documents studied.The literature was used in drafting the global education themes and their sub-dimensions, which were submitted for expert evaluation and are shown in Table 1.In light of the feedback from the field expert, the table was amended, finalized, and checked one last time before the analysis.The verbal and figural expressions and the visuals in the textbook and the curriculum were categorically analysed through line by line coding in the appropriate field amongst the global education themes categorized by using the Nvivo 10 program and presented in Table 1.
The knowledge, skills, and values figuring in Table 1 were symbolized *, **, and *** respectively.Upon completion of the data analysis, the data in each category was assessed and the themes yielding similar findings were categorized under a single heading.

Findings
The study has found that the eighth grade Citizenship and Democracy Education textbook and curriculum do not touch upon all elements of discrimination and prejudice (race, language, religion, gender, sexual orientation, ethnicity, socio-economic structure, socio-cultural structure, disabilities), cross-cultural communication and interaction focus on the individual's own society at the expense of other cultures and interactions, the standards for the desirable citizen profile turn out to be inadequate in the context of global consciousness, developing multiple skills and perspectives is merely question-based with no activities for the teaching of values and skills, and the knowledge and activity-based practices for global dynamics and world peace are left incomplete.The study findings are categorized under headings in line with the knowledge, skills, and values embedded in the curriculum and the textbook.

Invisibility of the elements underlying discrimination and prejudice
Being sensitive to various forms of discrimination and knowledge of the issues related to prejudice and discrimination are amongst the most important goals of global education.
Gaining a global perspective and interacting with individuals from different cultural backgrounds, regardless of their race, language, religion, beliefs, sexual orientation, gender, socio-economic structure, socio-cultural structure, and disabilities, is first and foremost related to shedding one's prejudices and discriminatory beliefs.The topics under the heading of discrimination and prejudices in the eighth grade Citizenship and Democracy Education textbook are found to be mostly informative.Of the discriminatory issues relating to race, language, religion, beliefs, sexual orientation, gender, socio-economic structure, sociocultural structure, and disabilities encompassed by the themes of global education, only race, gender, and disabilities are touched upon, with absolutely no mention of the other subheadings and the resulting personal and social issues: Not taking the same bus with the blacks… A disabled person being denied employment even if they may fulfil all requirements … Immigrants being denied access to rented accommodation… Women being denied their rights to education… (p.59) On the other hand, the visuals in the same textbook seek to create sensitivity in the context of empathy and equality values, while famous anti-discrimination quotations (e.g."Just as the Arabs can exert no supremacy over non-Arabs and non-Arabs over Arabs, so the red-skinned can exert no supremacy over the dark-skinned and the dark-skinned over the redskinned") are scattered to establish a link to the value of respect.In addition, the concept of prejudice is presented through definitions and inter-personal dialogues such as: Prejudice is a set of beliefs, convictions, and generalizations evoking love or animosity, and reflecting a conditioned emotional attitude, towards a certain individual or group without sufficient reason… I couldn't draw like that even if I tried for years… I can't play football like you… Girls quickly get nervous and avoid questions… (p. 19) and illustrated by statements such as "the negativity of prejudice is emphasized" (p. 5) and "Prejudice, exclusion, and contempt are contrary to human rights" (p.14).Considering the definition of prejudice in the textbook, the activities presented are insufficient in contributing to individual internalization of the concept, while the visuals only include a single cartoon on the subject.

Textbook (p.19)
While the examples above and the cartoon mentioned deal with sexism, positive prejudice, and prejudices against undefined situations, those based on race, language, religion, ethnicity, sexual orientation, and socio-economic structure, the consequent problems, and solution proposals are not at all referred to.

Lack of global-national balance in raising consciousness about environment and culture
The study findings also include the omission of the global perspective and consciousness targeted for individuals without them losing sight of their national identity, and the nationalonly scale of the activities actually intended on both global and national scales in the textbook and the curriculum under study.This is witnessed especially in the activities on cross-cultural communication and interaction, raising responsible citizens, and issues relating to environmental and natural resources.The study findings on the global education sub-themes being presented through national examples can be summarized as follows: One of the most important themes of global education is the theme of comprehension and appreciation of cultures which aims to enable the individual to understand people from different racial, linguistic, religious, ethnic, and socio-economic backgrounds, to connect with them, and to know that they are in interaction even though they may be in different parts of the world.Thus within the theme of understanding and respecting cultures in global education, the individual needs to be taught the values of respecting differences, empathy, interaction and communication skills, and responsibility and sensitivity.Within this perspective, the presentation of this theme can be observed through the following statements: It is emphasized that it is natural for them and for the others to have different qualities which must be respected… They accept that each individual has their own characteristics… (p.11) Democratic citizenship education supports respect of different religions, cultures, beliefs, and ways of thinking… (p.4) Attention is drawn to the acceptance of social differences as natural and their protection… (p.14) The textbook includes further statements highlighting respect of differences: Human beings have different qualities that distinguish them from one another.These may originate at birth (e.g.family's socio-economic situation, colour of the eyes and the skin, etc.) or result from education and life experiences.Certain later-acquired involuntary physical aspects (e.g.overweight, disabilities, etc.) may cause personal differences… (p.18) The impossibility of all people thinking and behaving in the same way must be recognized and respected.It is the differences that make societies multifaceted… (p.40) The ability to interact and communicate with different cultures possible and raising awareness of cultural richnessthe underpinnings of the targeted skill of respecting differences -also appear in the curriculum.For example, standards such as "They grasp that different views, opinions, beliefs, concepts, and cultural values enrich social life" (p.14), "It is aimed that students realize their rights and cultural richness" (p.7) and statements in the textbook such as "melodies sung in different languages in Mardin" (p.54), "The habits, customs, and traditions of Turkmens, the Azeri, and Eastern Anatolians make a whole in Kars", "The multicultural nature of the region gives it a rich folklore" (p.53) can be considered examples of attribution to skill of respecting differences.These are all illustrations of cross-cultural communication and interaction within one's own society.There are, however, no instances of, or activities on, how that society is influenced by different cultures throughout the world.
The topic of universal beliefs and values within the global education theme of comprehension and appreciation of cultures is illustrated by "protection of shared values" (p. 6) in the curriculum and by "Atatürk was a statesman who adopted universal values such as independence, peace, freedom, people's happiness, respect of human beings" (p.32) in the textbook, which, however, has no activities on the acquisition of these values.A study of the universal values in the textbook reveals a categorical conflict in terms of concepts and values.
For instance, on page 26 of the textbook, the statement "Values such as justice, love, freedom, cooperation, and tolerance form the basis of society" classifies these as values, while on page 27, the instruction "Match the following concepts and related visuals" classifies the very same words as concepts.
"Raising responsible citizens", one of global education's most important objectives, is emphasized in the curriculum as a topic that needs to be presented on both national and global scales.It is, however, presented in the textbook only on a national scale, with the global aspect completely ignored.In the curriculum, the principle of "raising individuals with a broad world view and a sense of responsibility towards society" (p. 3) amongst the general objectives of Turkish National Education is found to be in line with the principle of "instilling sensitivity of national and global issues with a consciousness of being part of humanity" (p. 6) amongst the general objectives of eighth grade Citizenship and Democracy Education.
Further, the objective of raising responsible citizens with global perspectives is clearly underlined in the curriculum through the following statement: With the current advances in communication and transport causing the events in different parts of the world to impact every single nation, the education aims to educate individuals so they are able to adapt the social developments not only in their own country but also throughout the world (p.4).
However, a study of the textbook focuses on citizen profile drawn in the curriculum reveals that respect of human rights, responsibility towards the society and others, democratic citizenship, and a global consciousnessall requirements of citizenshipare not touched upon.In the textbook, the duties and responsibilities of the citizen are defined as awareness of responsibilities, environmental sensitivity, paying tax, respecting human rights as a democratic citizen with a national consciousness, with no illustrations of a global consciousness: I don't litter the streets… I place recyclable waste into recycling bins… I notify the municipality of stray dogs that may present danger… I don't waste electricity and water… I don't damage parks or hurt the animals in them… I make careful use of public property… (p.128) The following statement in the curriculum "Citizenship and Democracy Education is considered in the context of democratic citizenship" (p. 5) is accepted as a sign that the target of global consciousness is ignored.
In the global education literature, another sub-dimension of notable significance is knowledge of environmental and natural resource issues.In the textbook, apart from illustrations such as "conscious use of public property" and "waste of bread" (p.131), environmental issues are touched upon solely on a national level, such as the establishment of TEMA, with no mention of global examples or suggestions: In 1990, the World Environmental Organization published a report: every year, 25 billion tonnes of surface soil is lost to the sea due to floods and winds.We were curious about how much was lost in Turkey.Scholars from many countries were invited to Turkey.Their research revealed that we lost 1,400,000,000 tonnes of soil every year.This was enough to alarm us and we founded the TEMA on 11 September 1992.The foundation aims to prevent soil loss due to erosion, for which a number of research projects need to be set up (p.92).

Uniformity in providing multiple perspectives
The theme of multiple perspectives is considered to be a basic element of a broad world view and has its place in the literature as one of the four themes in global education.The objectives of Turkish National Education and the eighth grade Citizenship and Democracy Education subject place the raising of constructive, creative, critical, and questioning individuals in the foreground.Notwithstanding this objective, it has been found that neither a definition nor an illustration of the concept of multiple perspectives figures in the textbook or the curriculum in the knowledge dimension.Thus, the study focused on the questions put in the units for an evaluation of the acquisition of multiple perspectives.Some of the questions in the textbook were found to be of an interpretative, practical, and analytical level geared towards developing multiple skills and perspectives: If you were a student of Socrates, which words would you use to describe humans' difference from animals? (p.12) If Zerrin were aware of human dignity and value, how could the story you have just read end? (p.17) If Turkey's First Congress on Children's Rights had convened 30 years ago, do you reckon issues like "Child-Friendly School" or "Child-Friendly City" would have been on the agenda?(p.101) Other questions in the textbook, however, were found to be closed-ended (with single answers), unconducive to developing multiple skills and perspectives: Do you think the teacher might have wanted to stress, with his/her questions, that each human being has an inherent value and that, consequently, all humans are valuable?... Are the conflicts between students in your school peacefully resolved?... Is tolerance valued in your school?(p.15) On the other hand, the sub-theme of the ability to understand and accept different world viewsone of the global education sub-dimensions in the developing multiple skills and perspectivesis nowhere to be found either in the curriculum or in the textbook.

Current events being ignored in global values and relations
Any event that occurs in a given part of the world, however localized it may seem, does in fact have an impact on the whole world.Issues such as migration, war, economic and political alliances, hunger, famine, and resulting deaths in certain parts of the world are therefore no longer considered to be country-specific.In global education recognizing the interdependence of countries and realizing that the world is a shared system binding all humanity together is one of the top goals.Studying the curriculum and the textbook in light of the global dynamics and security issues such as war, peace, terror, migration, and natural disasters which affect all humans, a broad world view and a global consciousness are highlighted through statements like "the education seeks to raise individuals who can adapt to social developments and change not only in our country but also throughout the world", "to create sensitivity to national and worldwide issues with a consciousness as part of all humanity".The textbook includes verbal statements such as "Education allows people to understand their interdependence with others" (p.111), and "Working towards the happiness of world nations is another way of working towards one's own happiness and well-being" (p.116), but this topic is not at all tackled in activity-based work.On the other hand, the value of peace, which figures prominently in the literature, is dealt with more extensively in the textbook than in the curriculum, but it focuses mostly on the children of the world and social peace from a single point of view, ignoring ethnic conflicts, war between countries, and terror, which are of current relevance and which could contribute to the teaching of the value of peace.
… democratic attitudes and approaches are helpful in gaining social sensitivity to security issues due to ethnic conflicts, racism, terror, and rising crime rates, global warming, and environmental problems caused by man.Democratic consciousness requires the inclusion of all in the search for solutions for social issues.
The statement above, quoted from the curriculum, highlights sensitivity to such issues but dwells on democratic consciousness rather than global solutions.As far as global dynamics are concerned, another noteworthy finding is the mere verbal reference in the textbook to the concepts of interdependence and interconnectedness, which are in fact constantly repeated and highlighted in the literature: "Education enables people to realize their interdependence with others" (p.111).This statement refers to interdependence as a benefit of education solely in the sub-dimension of interdependence between people, ignoring the other sub-dimensions of cross-cultural and international interdependence.
In conclusion, four significant findings can be attributed to the present study looking at the eighth grade Citizenship and Democracy Education curriculum and textbook based on the global education themes: various forms of prejudice and discrimination are not fully reflected in the curriculum or in the textbook; cross-cultural interaction and communication, the desirable citizen profile, and the issues relating to environmental and natural resources are tackled from a national point of view; the multiple perspectives skill is only presented through questions with no activities geared towards real learning; knowledge-and activity-based practice is insufficient in the context of global dynamics and world peace, with little reference to current events, issues, and suggestions.

Discussion, Conclusion, and Suggestions
Global education has become indispensable so that individuals can adapt to the globalized world that we live in, turn into actively conscious citizens aware of global issues such as war, peace, hunger, terror, discrimination, prejudice, social justice, human rights, and security, and adopt a world view composed of national and global perspectives.This necessity has led to arrangements in many countries for the integration of global education within national educational systems.Despite these arrangements, both national and international research shows that comprehensive training incorporating all objectives of global education in primary and secondary schools, teacher-training programmes, and curriculum and textbook development is still very much needed, and that more arrangements would be in place (Açıkalın, 2010a;Aslan, 2009;Ceylan, 2014;Cırık, 2008;Kaymakçı, 2012;Özkan, 2006;Rapoport, 2009).In their research on global education in Canadian primary schools, Mundy and Manion (2008) conclude that more of global education is needed in primary schools for a broader world view through integration in a national and global sense, and that universities, schools, and governments need to collaborate for the teaching of politically-sensitive global issues that concern the whole of Canada, which corroborates that shortcomings in global education exist not only in Turkey but also in the rest of the world.The present study on the eighth grade Citizenship and Democracy Education curriculum and textbook concludes that not all sub-themes of global education are addressed in creating a global consciousness without losing national consciousness, and that issues relating to population and family planning, autonomy, socio-cultural norms, and knowledge of the values and beliefs underlie social/cultural norms and human conflicts, as well as themes on the ability to understand multiple identities and loyalties are not at all referred to.Knowledge of the issues related to prejudice and discrimination amongst the global education themes include various elements such as race, language, religion, beliefs, sexual orientation, gender, socio-economic structure, socio-cultural structure, and disabilities.Açıkalın (2010a) concludes that the social studies curriculum fails to fully address issues such as social justice and equality, respect of differences, war and peace, discrimination and prejudice, and injustice and inequality.The present study also concludes that these concepts are superficially touched upon and that their inherent diversity is not fully reflected in the curriculum and the textbook.Another noteworthy conclusion of the study is that the curriculum and the textbook mostly focus on the concepts of discrimination and prejudice based on race, gender, and disabilities, failing to address other elements such as sexual orientation, ethnicity, and socio-cultural structure.
In his study on how individuals can have global adequacy, Kilpatrick (2010) conducted interviews with teachers who expressed the need for global adequacy to include tolerance, an understanding of and interest in other cultures, knowledge of a foreign language, and the skills to know how to behave in an unfamiliar situation.In this context, it can be asserted that understanding, respecting, and interacting with different cultures is of paramount importance in acquiring a global world view.The present study concludes that cross-cultural interaction and communication in the eighth grade Citizenship and Democracy Education curriculum and textbook is limited to the mainstream culture of the individual's society, with no mention of other cultures or cultural interaction and communication between nations.
Aslan (2009) also concludes that the Turkish educational system fails to address cultural differences and interaction, and that multicultural issues are ignored in the curricula and textbooks.Likewise, Cırık (2008) states that the existing curricula in Turkish primary education are inadequate in the context of multicultural education, and that more emphasis is needed in that regard.
Another finding of the study is that the desirable citizen profile-orientated standards in the eighth grade Citizenship and Democracy Education curriculum and textbook prove inadequate in providing a global consciousness.Rapoport (2009) concludes that, in the current social studies curricula of some US states, the themes of global education and global citizenship are buried under certain subjects "deemed more necessary", and that teachers ignore topics related to global education with the centrally-administered examinations in mind.He further concludes that teachers need help with methodology, content, and curriculum in the teaching of global citizenship.In a similar vein, Ceylan (2014) reports that most teachers think global citizenship must be in pre-school curricula, that they want to teach it to children, but that the curriculum proves inadequate for the teaching of global citizenship and with few activities on different cultures and countries.From this point of view, the standards for the global citizen profile should be presented in more detail in the curriculum and the textbook.
Developing multiple skills and perspectives, one of the general objectives of global education and the eighth grade Citizenship and Democracy Education curriculum and textbook, is only presented through questions, with no activities aimed at the teaching of this skill.In his study entitled "The Effects of Global Education on the Turkish Social studies Curriculum", Açıkalın (2010a) concludes that the theme of multiple perspectives is non-exist and that, apart from the skills of empathy and respecting differences, the other skills and values are not adequately highlighted in the curriculum.

Tartışma, Sonuç ve Öneriler
Bireylerin içinde yaşadığımız küresel dünyaya uyum sağlaması, savaş, barış, açlık, terör, ayrımcılık, önyargı, sosyal adalet, insan hakları, güvenlik sorunu vb.gibi küresel konularda farkındalığa sahip aktif ve bilinçli vatandaşlara dönüşmesi, bununla birlikte ulusal ve küresel bakışı içinde barındıran bir dünya görüşünü benimseyebilmesi için küresel eğitimin verilmesinin gerekliliği göz ardı edilemeyecek bir hâl almıştır.Bu gereklilikten dolayı pek çok ülkede küresel eğitimin, eğitim sistemi içerisinde nasıl yer alması gerektiğine dair düzenlemeler yapılmıştır.Fakat bu düzenlemelere rağmen yurtiçi ve yurtdışında küresel eğitim alanında yapılan çalışmalara bakıldığında, gerek ilkokul ve ortaokul programlarında, gerek öğretmen yetiştirmede gerekse ders kitabı ve öğretim programlarında küresel eğitimin bütün amaçlarını kapsayacak şekilde bir eğitimin verilmediği ve bu konuda yeni düzenlemelerin yapılması gerektiği anlaşılmaktadır (Açıkalın, 2010a;Aslan, 2009;Ceylan, 2014;Cırık, 2008;Kaymakçı, 2012;Özkan, 2006;Rapoport, 2009).Mundy & Manion (2008) Furthermore, the Citizenship and Democracy Education course is offered in the eighth grade in order to support values and skills that social studies education suggests.The teaching of the global education themes in this subject is of great importance as regards the gaining global consciousness by individuals with a broad view of the world, a sense of responsibility towards society, a consciousness as part of humanity, and sensitivity concerning national and global issues, based on the broader objectives of Turkish national education.The citizenship education must therefore be in line with the objectives and standards of global education.The subject is taught around four thematically structured and organized themes focusing on global and cultural connections: Every Human Being Is Valuable, The Culture of Democracy, Our Rights and Liberties, and Our Duties and Responsibilities (MEB, 2010).Generally witnessed in most societies throughout the world due to emerging economic approaches, current national policies, and cultural developments, globalization has impacted almost all aspects of human life and made innovation a necessity.One of the reforms put in place as a result of globalization has been in the field of education.The targeted skills and values for individuals in an ever-changing world order have paved the way to a new approach in education.The adoption of an educational policy around anti-conflict and anti-discriminatory themes such as respecting differences, understanding different cultures, and gaining a global consciousness has pushed nations towards global education.The new curriculum designed in 2004-2005 and integrating the global education phenomenon of the last 20 years, Turkey, too, has kept pace with these educational developments.The changes in the significance attributed to the individual, and therefore in the desired citizen profile, have made research necessary on the citizenship education offered and its suitability to the objectives.
Another finding of our study is that knowledge, skills, and values on global education in the eighth grade Citizenship and Democracy Education curriculum are not aligned with the textbook.The concepts of multiple perspectives, prejudice, world peace, interdependence and interconnectedness are covered as skills and values in the curriculum but only as knowledge in the textbook.Both the curriculum and the textbook are found to have shortcomings as far as the skills and values are concerned.Consequently, it can be claimed that the curriculum and the textbook are not in harmony in the context of the knowledge, skills, and values of global education.Based on the research findings, the following suggestions can be put forward: the eighth grade Citizenship and Democracy Education curriculum should include standards orientated towards a global perspective and the textbook needs more visual resources and activities conducive to the internalization of these standards.In addition, more audio-visual materials improving students' cognitive, sensitive, and psychomotor skills should be used in activities.The textbook and the curriculum ought to be re-designed in a way that it includes global values such as peace, love, and tolerance.Existing research is mostly on the status quo.Nevertheless, these studies provide a background on the main principles of global citizenship education.Further studies on each sub-dimension of global education are expected to contribute even more to the field.As the present study is limited to a document analysis, future research could include more applied studies focusing on the shortcomings of global education practices, social studies curriculum development, and teacher training.This study underlines the need for a more detailed presentation of global education standards in the Citizenship and Democracy Education course, which is important for individuals gaining a global perspective.It is expected to contribute to the field of global education, and be a forerunner of future evaluation of the disciplines of social studies separately in the context of global education.Researchers undoubtedly have a major role in the implementation of global education within the educational systems.The present study and its findings are expected to shed light on the shaping of global education within the Turkish educational system.
eighth grade Citizenship and Democracy Education subject for five years from the 2013-2014 school year by the Ministry of Education's Education Council (decision no 178 of 26.09.2012), and the Citizenship and Democracy Education Curriculum published in 2010 and still in use.The upper level knowledge in the curriculum was evaluated based on the framework presented in Table 1 around the 32 achievement aims that took into account the 19

Table 1 :
Global Education Themes Categorized as Knowledge, Skills, and Values As A