Özet:

The purpose of this study is to study the experiences of positive and negative contacts between groups experienced by Turkish and Syrian primary school students studying in the same classroom from the eyes of class teachers. In the study, a semi-configured conversation technique was used to collect data. The study group consists of 40 class teachers. In the analysis of the data collected by face-to-face interviews, content analysis and thematic analysis were used together. The study found that Turkish and Syrian students often received help from each other when they were in need, and emotionally supported each other, and took out their friends from the outside group. However, in the event that the Turkish cannot be used effectively, there is a problem with both assistance and emotional support and getting between them, the students are often returning to their internal group members and supporting them. When the negative contacts between Turkish and Syrian students are studied, it is seen that students have disturbed and insulted each other at a certain level. The main topics that stand out here are, again, the ineffective use of common language, the presence of older Syrian students in classes, and the prejudice of Turkish students with family-shared behavior. In primary school classes where students with different social identities are co-educated, classmates are among the important findings of the study that classmates are an important actor that contributes to the prevention and conversion of negative behaviors, such as inter-group prediction, exclusion, discrimination, experienced among students.

Anahtar Kelimeler: