International Journal of Progressive Education (IJPE)
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Being an Exchange Student in Turkey%253A Adaptation to a New Culture
No full textLate adolescence is a critical period of development during which individuals experience crucial changes in their social lives. Several developmental tasks appear during this transition to be accomplished by the late adolescents in order to achieve adulthood and to develop healthy psychological and social functioning. A significant task in this developmental stage is developing the ability to adapt to a new environment. This ability includes the processes of how the late adolescents effectively integrate themselves to a new culture, how they become efficient members of this new culture, and how they make sense of the elements in the new culture. In order to explore the adaptation ability, this study aimed at describing what sorts of experiences that exchange students had while they pursued some of their studies abroad. The participants were 50 undergraduate and graduate students who were attending two higher education institutions in Turkey. They were predominantly from three different regions%253A (a) European Union, (b) North America, and (c) Other (Australia and Ukraine). There were three main data sources%253A Focus group meetings were held approximately twice in a month in three rounds. The first round was done with 22 students in Ankara during October-December 2008. The second one was done with 7 students in Canakkale during December 2009 and January 2010, and the third round with 21 students in Canakkale during October-December 2010. In addition to the interviews, the participants were also asked to note down their adaptation experiences. The participants were also asked to complete a short survey after they returned to their countries. The results basically showed that the adaptation to a new culture was modifying the clashing elements between host culture and native culture and modifying those elements according to the rules in the host culture
Development of Social Studies Curriculum in Turkey and John Deweys Effect on the Modernization of Turkish Education
No full textThe purpose of this study is to examine and analyze the historical development, status and purpose of the Turkish social studies curriculum in addition to understanding John Deweys impact on the modernization of Turkish educational system. Document analysis as a qualitative research method is used in this study. The data were obtained from the historical documents about the development of the Turkish social studies curriculum, the Internet sources, printed literaturendash%253Bsuch as reports about the curriculum development process done by national govermental organizations like Ministry of Education and Board of Education, and review and research articles about social studies educations and Deweys effect on the Turkish Educational system. This study consists of two main parts%253A one is The History of Social Studies Curriculum Development in Turkey, which addresses the historical development of Social Studies Curriculum in two major eras%253A The Era of Ottomans and the Republican Period. The second part of the study examines the impact of a famou
Promoting Active Citizenship through the arts and youth%253A Canadian Youth-Led Organizations as Beacons of Hope and Transformation
Get PDFThis essay details the pedagogical and cultural work of two youth-led organizations situated in Canada - Beat Nation and 411 Initiative for Change. Through the narratives generated by interviews with several of the organizations%252339%253B artists and founders, the organizationslsquo%253B pedagogical work generated in cyberspace, and through artists%252339%253B music, multi-media presentations, and speaking engagements in schools across Canada, we build on the critical project of reconceptualizing how youth express their awareness of what gives rise to salient social issues, such as racism, violence, environmental degradation, poverty, and gender inequalities, and how they work actively with other citizens to extend social and political rights for all. Youth-led organizations such as 411 for Change and Beat Nation seek to change the discursive realities and possibilities of hip hop by exercising it as a means of critical pedagogy. This approach supports the educational goals related to active citizenship, including solidarity, valuing the identities of minoritized populations, and a sense of belonging. We argue the organizations promote active citizenship by working to eliminate oppression confronting the global community, by guiding youth to understand the reasons for social inequality as well as the importance of working collectively to challenge injustice, and by embracing pro-social values and dispositions consistent with democracy, fairness, and equity
Little Rascals in the City of God%253A Film Reflection and Multicultural Education
No full textResearch has highlighted the factionalizing of pre-service teachers into two groups%253A Ethnic Minorities who understand diversity, and Whites who do not. In an exploration of the relationship of this distinction to the resources pre-service teachers actually bring into diversity courses, this study utilizes an innovative instructional strategy, ―Film Reflection And Multicultural Education‖ (FRAME) to access the cultural assumptions in pre-service teacherslsquo%253B understanding of ―others.‖ Using FRAME, data analysis of 133 pre-service teacher reflections revealed distinctions that fell within expectations related to pre-service teacher ethnicity, but also uncovered variations within ethnic groups. Findings suggest that bifurcating pre-service teachers along ethnic lines, therefore, does little to advance our understanding of the resources with which students enter teacher education programs. Assuring diversity instructors recognize the capacity of all their pre-service teachers to understand diversity is critical to protecting the rights of students (of all ages) to an equitable education. The results of this study show FRAME can help us achieve this goal
The Moral Dimension of Teaching, Affectionate Schools and the Student Drop Out%253A The Case Study of a Mountainous Community in Pakistan
Get PDFThis study explored the perceptions, perspectives and viewpoints of the students about the reasons for turning the schools into uninteresting and unaffectionate places for the students eventually leading to the increased drop out ratio. This qualitative study was conducted in four secondary schools, which provide education to the children in four different educational systems of Gilgit- Baltistan, Pakistan. A number of six students from each school and altogether twenty four students were selected as the primary participants of this research. Semi structured interviews were the main tools of data collection. The findings highlighted the ethical, moral and behavioral aspect of teacherlsquo%253Bs personality as the most prominent feature for determining the degree of likeliness and affections of the students with their schools. The improvement in the ethics and moral aspect of the teacherlsquo%253Bs personality has all the potentials to improve the other aspects of the unattractive school environment
Preparing student teachers to address complex learning and controversy with middle grades students
No full textThis qualitative study explores pre-service teachers perceptions of teaching critical literacy through discussions of controversial issues. Personality questionnaires were given to six classes of pre-student teachers over three semesters in order to gauge interest in teaching methods that incorporate inquiry learning and critical literacy. The results of this study suggest that these pre-service teachers were generally unwilling to discussing controversial issues in their classes. Also some teachers did not necessarily believe that students are capable of directing their own learning. The authors of this study make recommendations for preparing teachers to think about critical literacy through discussions of controversial issues
Discussing Ethical Issues in the Classroom%253A Leveraging Pedagogical Moments That May Otherwise Undermine Important Discussions
No full textThe authors identify, examine, and clarify three kinds of hindrances (dismissive%252Fevasive tactics, logical stoppers, and ad hominem arguments) to teaching about ethical issues in P-12 schools. In discussing these three types of obstacles, they stress that the barriers themselves provide both challenges and opportunities for teachers. Indeed, they argue that properly understood and utilized the pedagogical impediments to open, educative discussions can be leveraged into superb learning experiences. The authors provide illustrations of how questions may inhibit teaching as well as examples of how teachers may turn them into opportunities for productive educational discussions. In addition, the authors emphasize the importance of teachers being prepared to discuss ethical controversies in teacher preparation programs and through professional development activities and, in turn, preparing for and guiding students to discuss controversial ethical issues. Embedded in their arguments is the claim that a democratic society is partially dependent on teachers for the critique and expansion of democratic values and processes and that educators need to support one another as well as be supported by others in their districts and communities as they pursue their educational responsibilities
KEMET Academy%253A A University Outreach Model for Addressing the Wholeness of Learning in a Rural Context
No full textThis work introduces a model of university outreach in rural communities which promotes increasing post-secondary options for rural dwelling African American youth. KEMET (Knowledge and Excellence in Mathematics, Equilibrium, and Technology) Academy is a comprehensive academic enrichment program targeting African American students enrolled in under-resourced schools and communities across Alabamas rural Black Belt region. The group comprised 48 intermediate level students in four counties. Drawing upon professors representing two land grant institutions, KEMET faculty engaged KEMET Scholars in activities designed to enhance skills in reading comprehension and application, mathematics, science, computing, decision-making, as well as health and wellness during a two-week summer program and tri-monthly Saturday Academies annually, for over a five year period. Facilitators of the program found it effective in meeting its overall objectives of enhancing the academic and cultural enrichment experiences of rural youth
Majority Teachers Perceptions of Urban Adolescents and Their Abilities%253A Probes from Self-Reflection and Teacher Autobiographies
No full textThis article presents a small scale, qualitative study of nine majority alternate-route teachers and the perceptions they hold about themselves as urban educators and their urban students academic abilities. Data for this study was collected through self- reflective, written interviews and meta-reflective responses to two published teacher autobiographies. Culture shock theory was used to understand the evolution of the participants perceptions through the responses they provided. The studys findings revealed that the participants underwent positive changes in their perceptions of themselves as urban educators and of their urban students academic abilities. Implications highlight the value of using published teacher autobiographies in urban teacher education