Türkiye’de Vatandaşlık Eğitiminin Yönü (II. Meşrutiyet Döneminden Günümüze 2022)
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Dosyalar
Tarih
2023 Ekim
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı Türk modernleşmesi bağlamında II. Meşrutiyet’ten
günümüze Türkiye’de eğitimin siyasal iktidarla ilişkisinin incelenerek
vatandaşlık eğitiminin yönünü belirlemektir. Bu amaca uygun olarak
çalışmada nitel yöntemlerden ilişkisel içerik analizi deseni kullanılmıştır.
Çalışmanın dokümanlarını ders kitapları ile öğretim programları
oluşturmaktadır. Veriler bunlardan toplanmış ve betimsel analiz tekniği ile
analiz edilmiştir. Araştırmada elde edilen bulgulara göre II. Meşrutiyet
döneminde verilen vatandaşlık eğitimiyle öğrencilerin meşruti yönetimin
özelliklerini öğrenmeleri amaçlanmıştır. Cumhuriyet’in ilanından sonra tek
parti dönemi boyunca (1923-1945) rejimin korunması için bireylerde
toplumsal bilincin geliştirilmesi sağlanmaya çalışılmıştır. Çok partili siyasal
hayata geçişle (1945-1960) birlikte millileşme hedefleri sürdürülürken ders
kitaplarına demokrasi kavramı da girmeye başlamıştır. 1960 askeri
darbesinden 1980 darbesine kadar olan dönemde ise demokratik yaşamın
yüceltilmesinin yanı sıra askeri darbeyi olumlu karşılayan ifadeler de yer
almıştır. 1982 Anayasasının ardından ders kitaplarında sunulan vatandaşlık
kimliğine din olgusu eklenmiştir. 2000’lerden itibaren ise vatandaşlık
eğitiminde güvenlik kaygıları ile birlikte aktif yurttaşlığı benimseyen bir
anlayış hâkim görünmektedir. Sonuç olarak Türkiye’de yaşanan siyasi
değişim ve dönüşümlerin vatandaşlık kavramını geleneksel veya modern
karakterde şekillendirdiği söylenebilir.
The aim of this study, which is in the context of Turkish modernization, is to determine the direction of citizenship education by examining the relationship between education and political power in Turkey from the 2nd Constitutional Monarchy up to present. In accordance with this purpose, relational content analysis design, one of the qualitative methods, has been used in the study. The sample consists of textbooks and curricula. Data were collected through documents and analysed with descriptive analysis technique. According to the findings obtained in the study, with the citizenship education given in the Second Constitutional Era, it was aimed that the students know the characteristics of the constitutional government. During the single-party period (1923-1945), the development of social consciousness in individuals was ensured in order to protect the republican regime. With the transition to multi-party political life (1945-1960), the concept of democracy began to enter the textbooks while the goals of nationalization were maintained. In the period from the 1960 military coup to the 1980 coup, there were expressions that welcomed the coup in addition to the glorification of democratic life. After the 1982 Constitution, the concept of religion was added to the citizenship identity in the textbooks. In 2000’s years, an understanding that adopts active citizenship along with security concerns is dominant in citizenship education. Accordingly, it has been seen that citizenship education has been affected in a context in which the political changes and transformations in Turkey have shaped the concept of citizenship in a traditional or modern character.
The aim of this study, which is in the context of Turkish modernization, is to determine the direction of citizenship education by examining the relationship between education and political power in Turkey from the 2nd Constitutional Monarchy up to present. In accordance with this purpose, relational content analysis design, one of the qualitative methods, has been used in the study. The sample consists of textbooks and curricula. Data were collected through documents and analysed with descriptive analysis technique. According to the findings obtained in the study, with the citizenship education given in the Second Constitutional Era, it was aimed that the students know the characteristics of the constitutional government. During the single-party period (1923-1945), the development of social consciousness in individuals was ensured in order to protect the republican regime. With the transition to multi-party political life (1945-1960), the concept of democracy began to enter the textbooks while the goals of nationalization were maintained. In the period from the 1960 military coup to the 1980 coup, there were expressions that welcomed the coup in addition to the glorification of democratic life. After the 1982 Constitution, the concept of religion was added to the citizenship identity in the textbooks. In 2000’s years, an understanding that adopts active citizenship along with security concerns is dominant in citizenship education. Accordingly, it has been seen that citizenship education has been affected in a context in which the political changes and transformations in Turkey have shaped the concept of citizenship in a traditional or modern character.
Açıklama
Anahtar Kelimeler
Vatandaşlık, Eğitimin Siyasal İşlevi, Vatandaşlık Eğitimi, Citizenship, Political Function of Education, Citizenship Education
Kaynak
Türkiyat Araştırmaları Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
59
Künye
Şimşek, A., Karaduman, E., (2023). Türkiye’de Vatandaşlık Eğitiminin Yönü (II. Meşrutiyet Döneminden Günümüze 2022). Türkiyat Araştırmaları Dergisi, (59), 75-108.
DOI: 10.21563/sutad.1378237
