Cultural Sensitiveness of School Goals and Students’ Failure in Turkey

Ismet Sahin

doi:https://doi.org/

Original article | International Journal of Progressive Education 2006, Vol. 2(2) 22-42

Cultural Sensitiveness of School Goals and Students’ Failure in Turkey

Ismet Sahin

pp. 22 - 42 | Manu. Number: ijpe.2006.006

Published online: June 01, 2006 | Number of Views: 282 | Number of Download: 728

Save PDF

Abstract

Education is the means by which society provides for the transmission or advancement of its culture and it is formally done at schools that are the arena of human interaction aimed at producing learning. But some people in that interaction aimed at producing learning cannot achieve as much as the others due to some social or individual factors especially when the society is not homogeneous in terms of culture, language, etc.All cultures do not require the same kinds of knowledge and all may have distinct goals and expectations in education. This study aims at presenting the consensus and conflict in perspectives of students of different ethnic origins on general goals of education and expectations from schools in East and Southeast Turkey. The results will be used to generate a rationale to assume that the failure of students in East and Southeast Turkey where majority of population is ethnically diverse, may be because of the lack of divergent goals and expectations set for school curriculum or that the failure of students is dependent on some other factors except the unique school curriculum unresponsive to cultural or ethnic diversity. For this purpose, the goals of general education (1973, Law number 1739, Item number 2), and school expectations developed by House (1973) were prepared as questionnaire items, piloted, validated and administered to 9373 secondary school students in east and southeast Turkey. The findings of this study were that the students of different ethnic origins value the goals and expectations set for school curriculum in Turkey in significantly different ways.

Keywords: -

How to Cite this Article?

APA 6th edition
Sahin, I. (2006). Cultural Sensitiveness of School Goals and Students’ Failure in Turkey. International Journal of Progressive Education, 2(2), 22-42.

Harvard
Sahin, I. (2006). Cultural Sensitiveness of School Goals and Students’ Failure in Turkey. International Journal of Progressive Education, 2(2), pp. 22-42.

Chicago 16th edition
Sahin, Ismet (2006). "Cultural Sensitiveness of School Goals and Students’ Failure in Turkey". International Journal of Progressive Education 2 (2):22-42.

References

Assante, M. (1991). Afrocentric curriculum. In S. L. Wyman. (1993). How to respond to your culturally diverse student population, Alexandria, VA: Publication of association for supervision and curriculum development. [Google Scholar]
Ballantime, H. J. (1993). The sociology of education: A systematic analysis. Englewood Cliffs, NJ:: Prentice Hall. [Google Scholar]
Banks, J. A. (1981). Multicultural education: For freedom’s sake. In S. L. Wyman. (1993). How to respond to your culturally diverse student population, Alexandria, VA: Publication of association for supervision and curriculum development. [Google Scholar]
Brembeck, S. C. (1971). Social foundations of education: Environmental influences in teaching and learning. New York: John Wiley and Sons, Inc. [Google Scholar]
Crosland, A. (1966). Speech at the north of England conference. In G. F. Kneller (ed.), (1971). Foundations of education. New York: John Wiley and Sons, Inc. [Google Scholar]
Carter, R., T. and Helms, J., E. (1984). The Intercultural Values Inventory. (Microfiche) Princeton, NJ: ETS Educational Testing Service. [Google Scholar]
Dewey, J. (1938). Logic: The theory of inquiry. In J. McClellan. (1976). Philosophy of education. Englewood Cliffs, NJ: Prentice Hall. [Google Scholar]
Ergil, D. (1995). The problems in east: Diagnosis and findings. In U. Özdağ. (1995) The problems of cultural structure and cultural identity in the east and southeast and immigrants from east and soputheast. Ankara: Turk Metal Union. [Google Scholar]
Gay, G. (1990). Achieving educational equality through curriculum desegregation. In S. L. Wyman. (1993). How to respond to your culturally diverse student population, Alexandria, VA: Publication of association for supervision and curriculum development. [Google Scholar]
Hilliard, A. G. et al. (1990). Infusion of American and African American content in the school curriculum. In S. L. Wyman. (1993). How to respond to your culturally diverse student population, Alexandria, VA: Publication of association for supervision and curriculum development. [Google Scholar]
House, R. E. (1973). Validating goal priority Instrument. Paper presented at the 5th annual meeting of American educational research association. New Orleans, USA. [Google Scholar]
Kneller, G. F. (1971). Foundations of education. New York: John Wiley and Sons, Inc. [Google Scholar]
Massialas, B. G. (1971). Turkey. in L. C. Deighton. (ed.), Encylopedia of education. (pp. 281-283) New York: MacMillan Company and The Free Press. [Google Scholar]
National Education Council (NEC) (1993). The summary report of the 14th Education Council Meeting. Ankara: MEB. [Google Scholar]
NES-SIS (1994). National education statistics:1991-1992. Formal Education. Ankara: SIS Press. [Google Scholar]
Nobles, W. (1990). The infusion of African and African American content: A question of content and intent. In S. L. Wyman. (1993). How to respond to your culturally diverse student population, Alexandria, VA: Publication of association for supervision and curriculum development. [Google Scholar]
Oguzkan, T. (1981). Educational systems: An introduction to structures and functions. İstanbul:: Boğaziçi University Publication. [Google Scholar]
Office of Minority Affairs (1988). Multicultural assesment plan. In S. L. Wyman. (1993). How to respond to your culturally diverse student population, Alexandria, VA: Publication of association for supervision and curriculum development. [Google Scholar]
Özdağ, Ü. (1995). The problems of cultural structure and cultural identity in the east and southeast and immigrants from east and southeast. Ankara: Turk Metal Union. [Google Scholar]
RP (Refah Partisi - Welfare Party) (1994). Findings and suggestions related to east and southeast Anatolia, summarised in SHP. (1990). Doğu ve Güneydoğu sorunlarına bakış ve çözüm önerileri (Suggestions and Perspectives for the problems in east and Southeast Turkey) Ankara. [Google Scholar]
Şahin, I. (2001). Cultural responsiveness of school curriculum and students’ failure in Turkey. Interchange. Unpublished Manuscript. University of Kocaeli. [Google Scholar]
Şahin, I., Gülmez, Y. (2000, a). Efficiency of education; The case in eastern and southeastern Turkey, Social Indicators Research, 50. Kluver Academic Publishers, The Netherlands [Google Scholar]
Şahin, I., Gülmez, Y. (2000, b). Social sources of failure in education; The case in east and southeast Turkey, Social Indicators Research, 49. The Netherlands: Kluver Academic Publishers. [Google Scholar]
Sönmez, V. (1991). Eğitim felsefesi. Ankara: Adım Yayıncılık. [Google Scholar]
SHP (Sosyal Demokrat Halkçı Parti- Social Democrat Populist Party) (1990). Doğu ve Güneydoğu Sorunlarına Bakış ve Çözüm Önerileri_(Suggestions and Perspectives for the problems in east and Southeast Turkey). Ankara. [Google Scholar]
SYT, SIS (1994). Statistical yearbook of Turkey. State instıtute of statıstıcs. Ankara: SIS Press. [Google Scholar]
Taba, H. (1962). Curriculum development: Theory andpractice. New York: Harcourt Brace and World, Inc. [Google Scholar]
Tezcan, M. (1993). Eğitim sosyolojisinde çağdaş kuramlar ve Türkiye. Ankara: A.Ü.Basımevi. [Google Scholar]
Wyman, S. L. (1993). How to respond to your culturally diverse student Population. Alexandria, VA: Publication of association for supervision and curriculum development. [Google Scholar]

Volume 2 Issue 2

June 2006

All Articles