Dımensıons of Multıcultural Educatıon in Turkey Through The Eyes Of Natıve Language Teachers

Working in Turkey training of native language education (Turkish) teachers regarded as the founder of Multicultural Education, James Banks the dimensions of multicultural education developed by to get views for this study a case study of qualitative research design was adopted. In the study, the maximum sample selection is taken into account when sample selection is made and the students who work in schools in different geographical regions and in different socio-economic conditions.; a total of 7 native language education teachers with different cultural backgrounds, genders, seniority years were interviewed using the technique. In the semi-structured interview form, a total of 20 sub-themes of multicultural education were created based on the dimensions of content integration, egalitarian pedagogy, knowledge building process, reduction of prejudices, strengthening of school and social structure. In order to ensure that both the questions used in the interview form serve the themes and whether the answers are appropriate to the themes and to calculate interviewer-coder reliability, the calculation was made using the Miles-Huberman consensus formula by taking expert opinion from the academicians working in the field. As a result of the calculation, researcher-encoder reliability was found to be over 88%. As a result of the study, it was determined that native language teachers did not arrange the content they used in the lecture according to cultural differences, and that they did not think that this difference was due to cultural background, even though native language teachers accepted that students had different learning styles. It was found that the teachers who participated in the study did not apply different methods and techniques in their class to reduce prejudices, but rather gave information to the students through ‘presentation’ or intervened in negative situations with this method. At the same time, the teachers of mother tongue education reported that the integrative practices aimed at students and staff from different cultural backgrounds in the school were carried out on personal initiative and that they felt that there was no official policy in this regard. When we look at the results of the study, it is considered that the study coincides with the past studies and may also be a source for new research

Keywords

mother tongue education, multicultural education, dimensions of multicultural education, Turkish education