Citizenship education through high school history in Turkey

Q2 Social Sciences

Citizenship, Social and Economics Education Pub Date : 2023-07-31 DOI:10.1177/14788047231190385

Zafer Kuş, Hilal Mert

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Abstract

This research was undertaken to better understand how the teaching of high school history contributes to citizenship education in Turkey. To achieve this goal, we focused on two main research questions. First, what does the history curriculum in Turkey include regarding citizenship education? Second, what do history educators think about contributing to citizenship education? Phenomenology, one of the qualitative research designs, was applied while seeking the answers to these research questions. Data diversity was ensured, and the history curriculum was analyzed in the first stage of the study. In the second stage, using a semi-structured interview protocol, interviews were conducted with history educators as the relevant curriculum implementers and the findings were examined using content analysis. It was found that the relationship between citizenship and history education is mainly centered on national identity construction. History courses promote democratic and global citizenship to a very limited extent, and, for a variety of reasons, the high school history curriculum of Turkey falls short of achieving the objectives of democratic citizenship education.

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土耳其通过高中历史进行公民教育

进行这项研究是为了更好地了解土耳其高中历史教学如何促进公民教育。为了实现这一目标，我们专注于两个主要的研究问题。首先，土耳其的历史课程包括哪些关于公民教育的内容?第二，历史教育者如何看待对公民教育的贡献?在寻找这些研究问题的答案时，运用了质性研究设计之一的现象学。在研究的第一阶段，确保了数据的多样性，并对历史课程进行了分析。在第二阶段，使用半结构化访谈协议，对作为相关课程实施者的历史教育者进行访谈，并使用内容分析对调查结果进行检查。研究发现，公民身份与历史教育的关系主要集中在国家认同建构上。历史课程对民主和全球公民的促进作用非常有限，由于种种原因，土耳其高中历史课程未能实现民主公民教育的目标。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Citizenship, Social and Economics Education Social Sciences-Sociology and Political Science

CiteScore

2.10

自引率

0.00%

发文量

期刊介绍： Citizenship, Social and Economics Education (CSEE) is the official journal of the International Association for Citizenship, Social and Economics Education. CSEE is an online-only, peer-reviewed journal that provides a focus for scholarly and professional studies in the fields of education, socialisation, curriculum development and aspects of economics, sociology, politics and social psychology. The journal aims to bring together this range of disciplines into an enabling forum of discussion and exchange. It includes analyses of how children learn about societies, current and past, reports and accounts of current research from a variety of disciplines, as well as reporting and analysing contemporary professional practices and innovations, in curriculum and in the organisation of educational change in these areas.