Becoming the Teacher of a Refugee Child: Teachers' Evolving Experiences in Turkey

Autor/inn/en	Karsli-Calamak, Elif; Kilinc, Sultan
Titel	Becoming the Teacher of a Refugee Child: Teachers' Evolving Experiences in Turkey
Quelle	In: International Journal of Inclusive Education, 25 (2021) 2, S.259-282 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karsli-Calamak, Elif) ORCID (Kilinc, Sultan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1707307
Schlagwörter	Foreign Countries; Refugees; Teaching Experience; Inclusion; Public Schools; Disadvantaged Youth; Early Childhood Teachers; Language Teachers; Social Justice; Teaching Methods; Student Needs; Access to Education; Teacher Attitudes; Family School Relationship; Turkey; Syria + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Inklusion; Public school; Öffentliche Schule; Benachteiligter Jugendlicher; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang; Lehrerverhalten; Türkei; Syrien
Abstract	Anti-immigrant discourses are sweeping across the globe while forced displacement brings educational, political, economic, and social challenges in many countries. Turkey's latest initiative is the inclusion of almost one million school-aged Syrian children into the public education system. In this research, we aim to understand the evolving experiences of teachers of Syrian refugee students in relation to inclusive education in Turkey. We conducted our fieldwork in a public school located in a disadvantaged neighbourhood of the capital city of Turkey which had a dense population of Syrian refugee students. Using a phenomenological approach, we interviewed three early childhood teachers and two Turkish as a second language teachers over a semester. Informed by a constant-comparative method, our analysis revealed that teachers' notions around particular themes exemplify Fraser's three-dimensional social justice framework dimensions -- redistribution, recognition, and representation -- and their practices are accordingly moving on a continuum of inclusivity-oriented to exclusion-oriented actions. The study contributes to creating a dialogue about inclusive education in terms of imagining new ways to support refugee children and their teachers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01