International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2009, Vol. 5(2) 44-57

Educational Policy vs. Culturally Sensitive Programs in Turkish Educational System

Hasan Arslan

pp. 44 - 57   |  Manu. Number: ijpe.2009.007

Published online: June 15, 2009  |   Number of Views: 3  |  Number of Download: 18


Abstract

The purpose of this study is to examine the perceptions of elementary school teachers about the sensitiveness of principals, teachers, and curriculum on multicultural education. Education provides the transmission and the advancement of  its  culture while it is developing and enhancing the common values, the  integrity  and  the  progress of multicultural society (Sahin, 2006). If  the  society  has  multi-ethnic  culture, the educational policy should cover all kinds of multi-ethnic cultures to exchange cultural values each other. The findings of this study indicate that Turkish educational system ignores multiculturalism in their schools. Curriculum does  not  cover cultural differences. Principals and teachers performing their responsibility relatively show respect different cultures even if it is not at the expected   level.

Keywords:


How to Cite this Article?

APA 6th edition
Arslan, H. (2009). Educational Policy vs. Culturally Sensitive Programs in Turkish Educational System . International Journal of Progressive Education, 5(2), 44-57.

Harvard
Arslan, H. (2009). Educational Policy vs. Culturally Sensitive Programs in Turkish Educational System . International Journal of Progressive Education, 5(2), pp. 44-57.

Chicago 16th edition
Arslan, Hasan (2009). "Educational Policy vs. Culturally Sensitive Programs in Turkish Educational System ". International Journal of Progressive Education 5 (2):44-57.

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