Multicultural education perspective in Turkey: possibilities and dilemmas

dc.contributor.authorÖzsoy, Seçkin
dc.contributor.authorBilgi, Sabiha
dc.date.accessioned2021-06-23T19:44:28Z
dc.date.available2021-06-23T19:44:28Z
dc.date.issued2016
dc.departmentBAİBÜ, Eğitim Fakültesi, Temel Eğitim Bölümüen_US
dc.description.abstractThe objective of this chapter is to critically analyze different multicultural education approaches in terms of their emancipating potentials. For this aim, the chapter directs its attention at the studies of multicultural education that proliferated especially in recent years in Turkey. The basic question that guides this study can be formulated as follows: Does the conceptualization of "multicultural education" in Turkey refer to an educational imagination that gives back to the cultural groups who were, because of their cultural differences, excluded from the educational field and subjected to inequalities and discrimination, the power to determine their own destinies and renders them the subjects of their own salvation? Or, does it function as the strategy of the state for governing cultural variety? The chapter, first, looks at the historical background that shapes and conditions the perspective of multicultural education in Turkey. Second, the chapter presents an outline of the multicultural education debates in Turkey and analyzes the political epistemology, on which the debates are based. The chapter highlights that in the academic discourse on multicultural education in Turkey, an abstract and vogue conceptualization of "culture" goes hand in hand with a formalist and ambiguous understanding of pluralism. In the academic discourse, a particular understanding of multiculturalism that is not pluralist, a "plural mono-culturalism" is dominant. The studies that focus on the power structures and relations that produce the cultural hierarchy are almost non-existent. The chapter argues that for Turkey the liberating potential of multicultural education can be revealed only if it is advocated within the context of radical democracy and political emancipation and autonomization.en_US
dc.identifier.doi10.1007/978-3-319-26880-4_8
dc.identifier.endpage169en_US
dc.identifier.isbn978-3-319-26880-4; 978-3-319-26879-8
dc.identifier.issn2213-3208
dc.identifier.scopus2-s2.0-85146583365en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage147en_US
dc.identifier.urihttps://doi.org/10.1007/978-3-319-26880-4_8
dc.identifier.urihttps://hdl.handle.net/20.500.12491/8990
dc.identifier.volume16en_US
dc.identifier.wosWOS:000376580300008en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorBilgi, Sabiha
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofLearning From Difference: Comparative Accounts Of Multicultural Educationen_US
dc.relation.ispartofseriesMultilingual Education
dc.relation.publicationcategoryKitap Bölümü - Uluslararasıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectMulticultural Educationen_US
dc.subjectPoweren_US
dc.subjectPluralismen_US
dc.subjectDiscourseen_US
dc.subjectPoliticsen_US
dc.subjectEpistemologyen_US
dc.subjectCultural Diversityen_US
dc.subjectTurkeyen_US
dc.titleMulticultural education perspective in Turkey: possibilities and dilemmasen_US
dc.typeBook Chapteren_US

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