Refugee Children and Adaptation to School: An Analysis through Cultural Responsivities of the Teachers

Basit Öğe Kaydı
dc.contributor.authorSoylu, Ayse
dc.contributor.authorKaysili, Ahmet
dc.contributor.authorSever, Mustafa
dc.date.accessioned2024-11-07T13:32:23Z
dc.date.available2024-11-07T13:32:23Z
dc.date.issued2020
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractSchools have a key role in adapting refugee children from different sociocultural structures to social life. In recent years, approaximately 4 million people have had to emigrate from Iraq and Syria to Turkey. With the participation of so many refugees in social life, their educational processes have become an important actual problem. The existence of refugee students has led to cultural diversity and trigerred the emergence of social conlicts in schools they attend. Culturally responsive education based on the argument of creating a learning environment in which students' cultural backgrounds are considered and valued forms the conceptual framework of the study. The aim of this study is to analyze teachers' experiences of teaching to refugee students through culturally responsive education. This study is a qualitative research. Face-to-face interviews were conducted with 14 volunteer teachers from four different schools in Ankara, where the refugee population predominantly lives. The findings obtained from the analysis of the data were gathered in three themes: (1) What teachers know about the students; (2) Teachers' approaches to the education of refugee students; and (3) Teachers' experiences of preparing culturally responsive learning environments. It is the most general result that the lack of knowledge about cultural backgrounds of refugee students and systematic problems arising from that the Turkish educational system was not ready for refugee education are the main obstacles to culturally responsive education. The other important result, regarding to the first one, is that the teachers do not have sufficient tools to overcome these problem in pedagogical terms.
dc.identifier.doi10.15390/EB.2020.8274
dc.identifier.endpage334
dc.identifier.issn1300-1337
dc.identifier.issue201
dc.identifier.startpage313
dc.identifier.trdizinid360602
dc.identifier.urihttps://doi.org/10.15390/EB.2020.8274
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/360602
dc.identifier.urihttps://hdl.handle.net/11480/15361
dc.identifier.volume45
dc.identifier.wosWOS:000510827300015
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherTurkish Education Assoc
dc.relation.ispartofEgitim Ve Bilim-Education and Science
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241106
dc.subjectCulturally responsive education
dc.subjectRefugee education
dc.subjectCultural responsivity
dc.titleRefugee Children and Adaptation to School: An Analysis through Cultural Responsivities of the Teachers
dc.typeArticle

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