Three Evils of Citizenship Education in Turkey: Ethno-Religious Nationalism, Statism and Neoliberalism

Autor/in	Sen, Abdulkerim
Titel	Three Evils of Citizenship Education in Turkey: Ethno-Religious Nationalism, Statism and Neoliberalism
Quelle	In: Critical Studies in Education, 63 (2022) 3, S.307-322 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sen, Abdulkerim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2020.1761849
Schlagwörter	Nationalism; Citizenship Education; Curriculum Development; Political Attitudes; Social Attitudes; Foreign Countries; Interdisciplinary Approach; Civil Rights; Democratic Values; Neoliberalism; Diversity; Teaching Methods; Democracy; Student Empowerment; Ethnicity; Religious Factors; Islam; History; Textbooks; Content Analysis; Social Systems; Governance; Christianity; Turkey + Suchen Sie Ihr Suchwort? Nationalismus; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Political attitude; Politische Einstellung; Social attidude; Soziale Einstellung; Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bürgerrechte; Grundrechte; Zivilrecht; Neo-liberalism; Neoliberalismus; Teaching method; Lehrmethode; Unterrichtsmethode; Demokratie; Studienberechtigung; Ethnizität; Geschichte; Geschichtsdarstellung; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Social system; Soziales System; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Christentum; Türkei
Abstract	Relying on a theoretical frame developed in reference to an interdisciplinary research field, this article provides a critical analysis of Turkey's citizenship education (CE) curriculum with a view to revealing discourses that inhibit the promotion of cosmopolitan values of human rights, democratic citizenship and diversity. The analysis demonstrates that a complementary set of ethno-religious, statist and neoliberal discourses undermines the cosmopolitan values. The inharmonious patchwork of these two sets of conflicting discourses raises the question of whether CE in Turkey really empowers students to support democracy. This question reveals the significance of developing a CE curriculum underpinned by a consistent set of socio-political values in Turkey and elsewhere. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01