Multiculturalism in Social Studies Education Programs (2005-2018) - A Qualitative Study

Oct 15, 2026

Uploaded by dabgoudw

Multiculturalism in Social Studies Education Programs (2005-2018) evaluates how multiculturalism-related objectives, gains, learning areas, skills, and values are addressed within Social Studies curricula. Using qualitative basic research, the study analyzes 2005–2018 curricula and interviews 13 Social Studies teachers. Document analysis and semi-structured interviews are coded through descriptive and content analysis methods. Results show multiculturalism objectives and learning areas emphasizing “Individual and Society, Culture and Heritage, Global Connections,” with differences across grades, skills, and values.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Abstract

Introduction

Culture and cultural diversity

Emergence and principles of multiculturalism

Historical and political background

Education and minority rights

Multiculturalism in Social Studies Education Programs (2005-2018): A Qualitative Study Suat POLAT 1 Ağrı İbrahim Çeçen University Hatice GÜLER2 Ağrı İbrahim Çeçen University Abstract The main purpose of this study is to examine the extent of the objectives, gains, learning areas, skills and values related to multiculturalism in the Social Studies Curricula in 2005-2018. The study was conducted in the form of qualitative research. Basic qualitative research that is one of the qualitative researches was chosen in the study. The study group of the research consisted of 2005-2018 Social Studies Curricula and 13 Social Studies teachers. Document analysis technique and semi-structured interview technique were used as data collection tools in the study. The descriptive analysis method was used for the analysis of the data obtained from the document analysis, and the content analysis method was used for the analysis of the data obtained from the semi-structured interviews. Some of the results obtained from the study are as follows: When the objectives related to multiculturalism included in the 2005-2018 Social Studies Curricula were examined, it was concluded that the objectives related to multiculturalism were included more in the 2018 curriculum. Both curricula were seen to have mainly focused on multiculturalism in the learning areas of “Individual and Society, Culture and Heritage, Global Connections.” In the 2005 curriculum, the gains related to multiculturalism were included in the 6th grade the most and in the 4th grade the least. In the 2018 curriculum, on the other hand, the gains related to multiculturalism were included in the 5th grade the most and in the 4th grade the least. While 53.3%(8) of the skills in the 2005 program were related to multiculturalism, 37.03%(10) of the skills in the 2018 program were related to multiculturalism. While 55%(11) of the values were related to multiculturalism in the 2005 program, 55.5%(10) were related to multiculturalism in the 2018 program. Additionally, teachers' opinions on the subject werepresented in the content of the study. Keywords: Multiculturalism, Curriculum, Social Studies Curriculum, Education. DOI: 10.29329/epasr.2020.270.13 1 Faculty of Education, Ağrı İbrahim Çeçen University, Ağrı, Turkey, ORCID: 0000-0001-9286-8840 Correspondence Author: [spolat@agri.edu.tr](spolat@agri.edu.tr). 2 Faculty of Education, Ağrı İbrahim Çeçen University, Ağrı, Turkey, ORCID: 0000-0001-9780-0722, [haguler@agri.edu.tr](haguler@agri.edu.tr). Introduction All of the stereotyped habits, traditions, and customs in material and spiritual dimensions that arise from the communication of people with each other are called culture. Culture reflects the value judgments of societies (Güvenç, 1996) . Cultural habits allow people to live together for years and live in harmony. Cultural changes may occur as a result of people coming from various cultures getting in touch with each other over time (Ertürk and Sivritepe, 2017) . As a result of these cultural changes, societies develop themselves while preserving their cultural structures. Cultural diversity arises at this stage (Özodaşık, 2009) . Cultural diversity ensures that people are equal and capable of living together. In such multicultural environments, people can be influenced and influenced by the traditions, customs, and behaviors of the people they live in (Amaç, Burak and Duran, 2017) . Multiculturalism has emerged as a result of actions and policies carried out after globalization all over the world. Multiculturalism is cultural diversity. It compromises the reasons of the postmodern movement. There are two basic principles of multiculturalism. The first one comprises the defining structure of the differences in the existence of people of distinct ethnicities in society. The other is the value building that recognizes and respect the presence of people of various ethnicities present in society (Baybaş and Bektaş, 200

FAQs

What is the main purpose of the study on multiculturalism in Social Studies curricula?

To examine the extent of multiculturalism-related objectives, gains, learning areas, skills, and values in Social Studies curricula from 2005 to 2018.

What research design and data collection methods were used?

A qualitative basic research approach was adopted, using document analysis of the curricula and semi-structured interviews with Social Studies teachers.

What were the key findings about where multiculturalism is emphasized in the curricula?

Multiculturalism objectives and gains appear more in the 2018 curriculum than the 2005 curriculum, and both curricula mainly focus it within “Individual and Society, Culture and Heritage, Global Connections.”

Oct 15, 2026

Uploaded by dabgoudw