Abstract:

Abstract In this study, the Canadian Ontario Province and Turkey’s 2018 social studies course curricula were compared in terms of target, content, educational status, and evaluation dimensions. In addition, the study addressed the types of citizens that the two curricula intended to create. A case study method, one of the qualitative research methods, was used in the study. The data obtained in the study were analysed with the descriptive analysis approach within the framework of the determined sub-objectives. In Ontario, as in Turkey, social studies courses cover primary and secondary education levels. The Ontario social studies curriculum aims to enable students to become responsible, active citizens by exploring their identities in the context of the diverse (local, national, and global) communities to which they belong. In the Ontario social studies curriculum, it is evident that a national identity that reflects cultural diversity and equality is  trying to be built. On the other hand, the Turkish social studies curriculum aims to raise students as good and responsible citizens who adopt national and spiritual values, emphasising a national sense of belonging. The study found that a personally responsible citizenship vision was adopted in Turkey and a participatory and justice-oriented citizenship vision was adopted in Ontario.

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