International Journal of Progressive Education
ISSN (Print): 2834-7919 - ISSN (Online): 1554-5210

Research article    |    Open Access
International Journal of Progressive Education 2013, Vol. 9(3) 137-153

An Analysis of Social Studies Textbooks in Turkey: From National Citizenship to Global Citizenship

Arife Figen Ersoy

pp. 137 - 153

Publish Date: October 15, 2013  |   Single/Total View: 145/422   |   Single/Total Download: 166/698

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Abstract

The purpose of this study is to examine Social Studies textbooks in terms of national and global citizenship. The research was carried out using qualitative research methodologies. Interpretive thematic analysis was used to examine the social studies textbooks from 4th grade through 8th grade. The analyses showed that the Social Studies textbooks put more emphasis on national citizenship but they inadequately deal with global information so as to create global sensitivity. The Social Studies textbooks do not adequately discuss economic, social, political systems, cultural differences and problems in both national and global scales. The Social Studies textbooks tend to be guided by nationalist and republican policies while they offer limited content and activities for students to improve their competences for political literacy, participation, critical thinking, respect for diversity and conflict resolution.

Keywords: Citizenship education, social studies, textbook, curriculum, global citizenship.

How to Cite this Article?

APA 7th edition
Ersoy, A.F. (2013). An Analysis of Social Studies Textbooks in Turkey: From National Citizenship to Global Citizenship. International Journal of Progressive Education, 9(3), 137-153.

Harvard
Ersoy, A. (2013). An Analysis of Social Studies Textbooks in Turkey: From National Citizenship to Global Citizenship. International Journal of Progressive Education, 9(3), pp. 137-153.

Chicago 16th edition
Ersoy, Arife Figen (2013). "An Analysis of Social Studies Textbooks in Turkey: From National Citizenship to Global Citizenship". International Journal of Progressive Education 9 (3):137-153.

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