A Study on Turkish and Syrian Educational Experiences of Syrian Refugee Students and Parents Residing in Turkey
Öz
In this study, Turkey and Syria education experiences of Syrian refugee students and parents residing in Turkey were examined. In the research, the data were collected through a qualitative semi-structured interview form, and the interviews were conducted face to face. The interviewees were coded as E1, E2, E3… and K1, K2, K3… and their real names were not used. The data obtained were analyzed with the descriptive analysis method and the interview items used in the research were interpreted separately. According to the results of the research, the majority of the participants regarding the education practices in Turkey stated that they are happy to receive education in Turkey, they thought their time spent in schools is productive and their children are valued in Turkish schools. When their views on their school experiences in Syria are examined, some of the participants stated that school hours are short and there are more out of shcool learning opportunities. However, the majority of the participants in the research stated that they are discriminated as Arab or Turkmen in schools, almost all teachers’ paractice violence and therefore students do not like school. When the school memories in Turkey were examined, half of the participants did not express any opinion, half of the rest stated that they had positive memories, and the other part stated that they were exposed to racial discrimination. Smilarly, when their school memories in Syria were examined, very few of the participants expressed positive opinions about school memories, on the other hand nearly half of the participants stated negative opinions about school memories in Syria, such as racism, physical and psychological violence, and traumatic environments. The same participants stated that there is a democratic educational atmosphere in Turkey, guidance service is more effective in education and education is more advanced in terms of technical equipment. Smilarly, it was stated that exams are fair in Turkey, they in Syria the situation is verse. When the answers given by the participants to the teacher students relationships in Syria physical violence and intimidation are frequently seen, but the teachers in Turkey are more flexible and sensible. Participants indicated that mixed-sex schooling system was seen positive. It is thought that the findings obtained as a result of this examination can contribute to the integration of Syrian students and their parents
Anahtar Kelimeler
Kaynakça
- Tosun, E. (2021). Sorunlar ve öneriler ekseninde Türkiye’de göçmen çocukların eğitimi: Sosyolojik bir değerlendirme. Sosyolojide Araştırma ve Uygulamalar. Retrieved 01.04.2022 https://www.youtube.com/channel/ UCOwip FSYLzq8bQ7eWhhMV2A/videos
Öz
Anahtar Kelimeler
Kaynakça
- Tosun, E. (2021). Sorunlar ve öneriler ekseninde Türkiye’de göçmen çocukların eğitimi: Sosyolojik bir değerlendirme. Sosyolojide Araştırma ve Uygulamalar. Retrieved 01.04.2022 https://www.youtube.com/channel/ UCOwip FSYLzq8bQ7eWhhMV2A/videos
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 31 Aralık 2022 |
| Yayımlandığı Sayı | Yıl 2022 Cilt: 7 Sayı: Special Issue (December 2022) |
Kaynak Göster
International Journal of Educational Research Review (ISSN:2458-9322)
International Journal of Educational Research Review publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas. The International Journal of Educational Research Review aims to provide a forum for scholarly understanding of the field of education. Articles focus upon concepts, research, review and practices that emphasizes the intersections between education research and other fields, raises new questions, and develops innovative approaches to our understandings of pressing issues.
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IJERE journal is hosted by Dergipark/Tubitak. IJERE Journal is published with the support of Sakarya University Faculty of Education/TURKEY.
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Dr. Serhat Arslan, Gazi University, serhatarslan@gazi.edu.tr , Turkey
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