Sosyal Bilgiler Dersi Öğretim Programlarının (1924-2018) Çoğulculuk Perspektifinden İncelenmesi

Abstract

Ensuring different cultures to develop tolerance and empathy towards each other should be one of the aims of the curricula. The curricula not carrying this aim are not compatible with the world getting more and more pluralistic. This study is aimed to examine curricula in Turkey from the perspective of pluralism with the approach of critical curriculum theory. The data set of the study consists of official curricula regarding social studies instruction having been implemented since the foundation of the Turkish Republic (1924-2018). This study was designed with multiple case study, a method of qualitative approach. With content analysis, five dimensions related to pluralism were determined, and codes and themes were created. Descriptive analysis was conducted with “Questions for Critical Analysis of Curriculum from a Pluralistic Perspective”. Questions for critical analysis and dimensions of pluralism, including code-themes, were determined by the researcher after a detailed literature review on pluralism, critical curriculum theory, social studies instruction, and Posner’s concurrent curriculum. After critical examination of social studies curricula from the perspective of pluralism, the following findings were revealed regarding theoretical-ideological background, individual and individual-social differences, thinking skills, sensitivity to social problems, and pluralistic values. It is hoped that the critical implications regarding the past and present situation of the curricula from the pluralistic perspective will help all of the educators, especially teachers and curriculum researchers, and deepen their understanding concerning the future of the curricula in Turkey.