Bu çalışmada, Cumhuriyetin ilk yıllarında azınlık ve yabancı okullarındaki tarih ve coğrafya dersinin durumunu ortaya koymak amaçlanmıştır. Çalışmanın temel kaynağını Maarif Vekâleti tarafından 1925 yılında yayınlanan müfredat programı oluşturur. Nitel araştırma yöntemlerinden tarihsel araştırmanın kullanıldığı çalışmanın verileri, doküman incelemesi yoluyla elde edilmiştir. Nihayetinde doküman incelemesi ile elde edilen bilgiler, betimsel analize tabi tutulmuştur. Araştırmanın bulgularını, tarih ve coğrafya dersinin bu okulların hangi seviye ve sınıflarında yer aldığı ve içerikleri oluşturmuştur. Bulgulardan hareketle, azınlık ve yabancı okullarının ibtidai (ilk) ve tali (orta) olmak üzere iki derecede eğitim-öğretim faaliyetlerinde bulunduğu anlaşılmaktadır. Beş sınıftan oluşan ibtidai kısımda ve altı sınıftan oluşan tali kısımda, Türkiye Tarihi ve Türkiye Coğrafyası dersleri son iki yıl okutulmuştur. Bu çalışmadan, Türkiye’de Cumhuriyetin ilk yıllarındaki eğitim politikaları ile tarih ve coğrafya dersinin bu politikalardaki yeri hakkında fikir edinilmektedir. Ayrıca derslerin içeriğinden hareketle, Cumhuriyetin kimlik inşa etme ve vatandaş yetiştirme politikalarına ülke içindeki azınlık ve yabancı okullarına devam eden öğrencileri de dahil etme isteği açıkça görülmektedir.
This study aims to reveal the status of history and geography in the minority and foreign schools in the early years of the Republic. The main source of the study is the curriculum program published in 1925 by the Maarif Vekâleti. The data of the study in which the historical research is used from the quality research methods have been obtained through the document review. Finally, the information obtained by the document review was subjected to visual analysis. The findings of the research, the history and geography course has formed the content and the levels and classes of these schools. It is clear from the findings that the minority and foreign schools are in two degrees of education and teaching activities: ibtidai (first) and tali (middle). In the ibtidai section, which consists of five classes, and in the thread section, which consists of six classes, the courses of Turkish History and Turkish Geography have been taught in the last two years. From this study, we get an idea of the educational policies in the first years of the Republic in Turkey and the place of the course of history and geography in these policies. Furthermore, by moving from the content of the courses, it is clear that the Republic’s desire to incorporate minority in the country and students who continue to study in foreign schools into its identity building and citizenship education policies.
This research aims to highlight the situation of minority and foreign schools in the early days of the Turkish Republic. The primary resource of the research is the curriculum released by Ministry of National Education of the day (Maarif Vekâleti) in 1925. Using historical research within qualitative research methods, the data is obtained through analysis of documents and explored through descriptive analysis. The content and frequency of history and geography classes as well as the level of the classes they were being delivered in constitute the findings of the research. It has been observed that minority and foreign schools operated in two levels, primary (iptidai) and secondary (tali). Primary section was comprised of five classes whereas secondary section had six. Turkish History and Geography classes were delivered in the last two years in both levels. This research provides an idea about the education policies in the early days of the Republic and the role of history and geography classes within it. It can be seen clearly that minority and foreign schools were included in the state’s agenda of establishing an identity and raising citizen.
Dergi Türü : Uluslararası
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