Research article | Open Access
International Journal of Progressive Education 2009, Vol. 5(2) 44-57
Educational Policy vs. Culturally Sensitive Programs in Turkish Educational System
pp. 44 - 57
Publish Date: June 15, 2009 | Single/Total View: 106/402 | Single/Total Download: 150/656
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:
APA 7th 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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