Suchergebnisse

The debate on varieties of modernity is central to current social theory and research, and this book explores the theme in relation to the culture and society of Turkey. The book focuses on the Kemalist project to create a modern Turkish nation-state, analysing its historical background, the role of concepts of ethnicity and nation, and the configurations of state, society and economy in the new Turkish republic. The author then moves on to examine the relations between Islam and modernity, arguing that both must be understood as open to multiple interpretations rather than seen as monolithic and as diametrically opposed. He considers the rise of Islamism in Turkey and looks in particular at the paradoxical role of women activists within the Islamist movement. Ultimately, Kaya argues that Islamism must be understood as a modern movement, albeit a paradoxical one, rather than simply as a return to 'tradition'

TEZ10587 ; Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2017. ; Kaynakça (s. 88-102) var. ; xvi, 115 s. : 29 cm. ; Son yıllarda, kaynaştırma eğitimi konusu hükümetlerin, üniversitelerin, eğitimcilerin, resmi ve sivil toplum örgütlerinin, araştırmacıların ve bütün paydaşların birinci derecede gündem maddesidir. Alan yazında kaynaştırma eğitimini çeşitli etkenlere göre incelemiş çok sayıda çalışma vardır; fakat, Türkiye'de yabancı dil eğitimi/öğretimi ve kaynaştırma eğitimi üzerine odaklanmış çok az çalışma vardır. Bu yüzden karma yönteme dayanan bu çalışma Türk ortaokullarındaki İngilizce derslerindeki kaynaştırma eğitiminin İngilizce öğretmenlerinin, normal gelişim gösteren öğrencilerin ve özel ihtiyaçlı öğrencilerin bakış açılarına göre araştırmayı amaçlayan tanımlayıcı bir çalışma olarak tasarlanmıştır. Bu çalışmada 111 İngilizce öğretmeni, 21 normal gelişim gösteren öğrenci ve dört özel ihtiyaçlı öğrenci katılımcı olarak yer almıştır. Daha detaylı veri toplamak için, 1995'te Antonak ve Larrivee tarafında geliştirilen ve 1996'da Kırcaali ve Iftar tarafından Türkçeye uyarlanan "Kaynaştırmaya İlişkin Görüşler Ölçeği", yarı-yapılandırılmış görüşmeler ve sınıf gözlemleri veri toplama aracı olarak kullanılmıştır. Çalışmanın bulguları normal gelişim gösteren öğrenciler ve özel ihtiyaçlı öğrencilerin kaynaştırma eğitimi hakkında olumlu iken İngilizce öğretmenlerinin olumsuz tutuma sahip olduklarını göstermiştir. Ayrıca özel ihtiyaçlı öğrencilerin İngilizce dersinde kaynaştırma fikrini destekledikleri bulunmuştur. Fakat İngilizce öğretmenlerinin ve normal gelişim gösteren öğrencilerinin İngilizce dersindeki kaynaştırma konusundaki tercihleri olumsuzdur. Ayrıca kaynaştırma eğitiminin avantajları ve dezavantajları katılımcıların bakış açısına göre bulunmuştur. Çalışma özel ihtiyaçlı öğrencilerin kaynaştırıldığı eğitimsel durumlardan kaynaklanan sorunlarla nasıl başa çıkılacağına dair bazı önemli önerilerde bulunmuştur. Bu çalışma mahiyeti gereği eğitim kurumları, yöneticiler, öğretmenler ve özel ihtiyaçlı öğrenciler için önemli yansımaları sahiptir. ; For the last decades, the issue of inclusive education has been at the top of the agenda of governments, universities, educators, governmental and non-governmental organizations, researchers and all stakeholders. In the literature, there are a great number of studies investigating inclusive education in terms of various factors; yet, with very few focusing on foreign language teaching/learning and inclusive education in Turkey. Therefore, this study, based on mixed methods approach, was designed as a descriptive study which aims to investigate inclusive education in English classes at Turkish secondary schools from the perspectives of English teachers, typically developing students and students with special needs. As participants, 111 English teachers, 21 typically developing students and four students with special needs took part in this study. "The Opinions Relative to Mainstreaming Scale" which was developed by Antonak and Larrivee in 1995, and adapted to Turkish by Kırcaali and Iftar in 1996, semi-structured interviews and classroom observations were utilized as data collection tools in order to collect in-depth data. Findings of the study revealed that while most of the typically developing students and students with special needs were positive about inclusive education, English teachers held negative attitudes towards inclusive education. In addition, it was found that students with special needs supported the idea of inclusion in English classes. However, preferences of English teachers and typically developing students regarding inclusion in English classes were negative. Furthermore, advantages and disadvantages of inclusive education were discovered as they were elicited from the participants. The study did propose some significant suggestions as to how to cope with problems stemming from educational situations where students with special needs were integrated. This study by its nature has significant implications for education institutions, administrators, teachers and students requiring special needs.

Euro-Mediterranean Consortium for Applied Research on International Migration (CARIM) ; (En)Turkey has been a country of asylum since Ottoman times. Due to recent economic and political turmoil in its near abroad and beyond, the country now receives thousands of asylum applications each year. And, as witnessed in the last years, there is the potential for a massive influx of refugees to Turkey. Turkey has long lacked a functioning asylum system and corresponding legislation. Although the 1951 Refugee Convention and its Protocol were ratified, with a limitation related to their geographical application, the country adopted a Regulation only in 1994 after facing a massive refugee influx from Iraq. Further there is still no asylum law in force. As an EU member candidate, Turkey is expected to adapt its asylum system to those of the EU, undertaking, at the same time, to take up the acquis in this field. This paper examines what has been done by Turkey and what else is needed.