Culturally Relevant Pedagogy in Diverse Classroom: Issues of Pedagogy for Recently Arrived Syrian Refugee Youths in Turkey
Location
DeSantis Room 1054
Format Type
Plenary
Format Type
Paper
Start Date
17-1-2020 2:45 PM
End Date
17-1-2020 3:05 PM
Abstract
Using culturally relevant pedagogy and culturally sustaining pedagogy as theoretical frameworks in this study, we aimed to determine the present status of the practices of these pedagogies by interviewing teachers and Syrian students, in Turkey. We focused on whether and how teachers implemented the principles of these pedagogies. We also concentrated on what challenges teachers were faced while trying to implement the principles. Hence, we investigated the perception of teachers and Syrian refugee students, regarding culturally relevant/sustaining pedagogy practices in urban classroom settings. The study was built on the four components of the pedagogies: Academic Achievement, Cultural Competencies, Sociopolitical Consciousness and Sustainability of Culture. Data were obtained through field-notes and interviews with four teachers who had Syrian students in their classes and four Syrian students. The content analysis was used for the obtained data. The findings revealed that not only teachers but also students had a low expectation of academic achievement. Teachers conducted the teaching-learning process entirely according to students who came from mainstream culture. Teachers tried to improve the cultural competencies of the students by using different methods and tried to enhance students' sociopolitical consciousness, however, the attempts were limited and inadequate. Teachers were aware of the importance of maintaining, fostering, sustaining and embracing students' culture. But, teachers did not know how to do so. Teachers had not enough competencies or experiences to make revisions or carry out the effective instructional process for Syrian students due to lack of skills and knowledge of multicultural education. Therefore, we strongly recommend that teachers should be informed and trained in culturally relevant and sustaining pedagogy in Turkey.
Keywords
culturally relevant pedagogy, culturally responsive teaching, Syrian students in Turkey.
Culturally Relevant Pedagogy in Diverse Classroom: Issues of Pedagogy for Recently Arrived Syrian Refugee Youths in Turkey
DeSantis Room 1054
Using culturally relevant pedagogy and culturally sustaining pedagogy as theoretical frameworks in this study, we aimed to determine the present status of the practices of these pedagogies by interviewing teachers and Syrian students, in Turkey. We focused on whether and how teachers implemented the principles of these pedagogies. We also concentrated on what challenges teachers were faced while trying to implement the principles. Hence, we investigated the perception of teachers and Syrian refugee students, regarding culturally relevant/sustaining pedagogy practices in urban classroom settings. The study was built on the four components of the pedagogies: Academic Achievement, Cultural Competencies, Sociopolitical Consciousness and Sustainability of Culture. Data were obtained through field-notes and interviews with four teachers who had Syrian students in their classes and four Syrian students. The content analysis was used for the obtained data. The findings revealed that not only teachers but also students had a low expectation of academic achievement. Teachers conducted the teaching-learning process entirely according to students who came from mainstream culture. Teachers tried to improve the cultural competencies of the students by using different methods and tried to enhance students' sociopolitical consciousness, however, the attempts were limited and inadequate. Teachers were aware of the importance of maintaining, fostering, sustaining and embracing students' culture. But, teachers did not know how to do so. Teachers had not enough competencies or experiences to make revisions or carry out the effective instructional process for Syrian students due to lack of skills and knowledge of multicultural education. Therefore, we strongly recommend that teachers should be informed and trained in culturally relevant and sustaining pedagogy in Turkey.