Okulun İstenmeyen Kısa Süreli Misafiri: Roman Çocukların Eğitime Erişimi Mersin Örneği, Türkiye
Özet
Yeryüzündeki tüm çocuklar gibi Roman çocuklar için de, eğitim temel bir insan hakkı olarak, mevcut, erişilebilir, kabul edilebilir ve farklı ihtiyaçlara uyarlanabilir olmalıdır. Bu çalışma Roman çocukların eğitime erişimi, devamsızlık nedenleri, “zeka geriliği” ile damgalanmaları, kaliteli eğitime erişimde karşılarına çıkan sorunları, alan araştırması verilerine dayalı olarak ele almıştır. Verilere göre, eğitim kurumlarında Roman çocukların, kapsayıcı eğitimin ilkelerinden son derece uzak koşullarda eğitim kurumlarının kısa-dönem istenmeyen misafirleri olarak kaldıkları ortaya çıkmıştır.
Saha araştırmasına dayanan bu çalışma, Türkiye'nin Mersin ilinde yapılmıştır. Bu çalışmanın veri toplama süreci iki aşamada gerçekleştirilmiştir. Öncelikle, 530 Roman hanesini örnekleyen ve mahalle sakinlerinin demografik özellikleri, çalışma alanları, eğitim durumları, ayrımcılığa maruz kalma durumları, günlük yaşam pratikleri gibi alt kategorileri içeren yarı yapılandırılmış bir anket formu aracılığıyla veriler toplanmıştır. Bu nicel veri toplama tekniğinin yanı sıra, bu alt kategorilere ilişkin derinlemesine görüşmeler ve odak grup teknikleri ile de veriler toplanmıştır. Bu çalışmanın odaklanacağı başlık, saha araştırmasının farklı alt kategorilerinde yer alan Roman çocukların eğitim sorunları olacaktır.
##plugins.generic.paperbuzz.metrics##
Referanslar
ACEV (2018). BADEP: Baba Destek Programı (father support program). Retrieved january 9, 2019, from http://ilkisbabalik.acev.org/wpcontent/uploads/2017/06/badepbrosurkucuk.acevlogolu.16.05.17.bsk_ongoruntu_son.pdf
Althusser, L. (2014). On the reproduction of capitalism: Ideology and ıdeological state apparatuses, trans. and ed. G.M. Goshgarian (Verso, 2014). Retrieved May 1, 2019, from
https://libcom.org/files/louis-althusser-on-the-reproduction-of capitalism.compressed.pdf
Alkın, E.&Yıldırım, K.& Özer; M.(2005). İktisada giriş. Anadolu Üniversitesi.
Anderson, A. (2018). 7 Ways to create an ınclusive classroom environment. ASCD. Retrieved February 1, 2019, from http://inservice.ascd.org/7-ways-to-create-an-inclusive-classroom-environment/
Alves, S (2017). Ethnic housing segregation and the Roma/Gypsy population: a portuguese perspective (Conferans Presentation), Conference: Spaces of Dialog for Places of Dignity: Fostering the European Dimension of Planning. 30th annual AESOP 2017 Congress.
Bourdiue, P. (1998). Practical reasons: on the theory, stanford. Stanford University Press.
Cemlyn, S. & Clark, C. (2005). The Social Exclusion of Gypsy and Traveller Children. In G. Preston, (ed). At Greatest Risk. The children most likely to be poor. Child Poverty Action Group (CPAG), pp. 150-65.
(CESCR, 1999). Committee on Economic, Social and Cultural Rights, ‘General Comment No. 13: The right to education (article 13)’, E/C.12/1999/10, December 1999.
Coste, D. &Cavalli, M. (2015). Education, mobility, otherness: The mediation functions of schools. Language Policy Unit DGII – Directorate General of Democracy Council of Europe, 2015. Retrieved April 13, 2019, from www.coe.int/lang
Convention on the Rights of the Child (CRC) (2001). | Right to education. Retrieved March 13, 2018, from http://www.refworld.org/docid/4538834d2.html
Duminica, G.&Ivasiuc, A. (2010). One school for all? Access to quality education for Roma children: Research Report, Project financed by UNİCEF Romania, Bucharest.
Durkheim, E. (1956). Education and sociology, (trans. S.D.Fox), The Free Press.)
Dworkin, R. (2002). Sovereign virtue: The theory and practice of equality. Harvard Unıversity Press. DOI: https://doi.org/10.2307/j.ctv1c3pd0r
Edwards J. R. (1974). Characteristics of disadvantaged children, The Irish Journal of Education, 8(1), pp. 49-61. DOI: https://doi.org/10.1002/j.2164-585X.1974.tb02138.x
ERG ( 2017a). Küresel Eğitim İzleme Raporu ve Türkiye, (Global Education Monitoring Report). Eğitim İzleme Raporu 2016-17. Retrieved February 5, 2019, from http://www.egitimreformugirisimi.org/wp-content/uploads/2017/03/Kuresel-Egitim-Raporu-ve-Turkiye_ERG.pdf
ERG (2017b). Türkiye’de Erken Çocukluk Bakımı ve Okul Öncesi Eğitime Katılım, AÇEV. Retrieved May 110, 2019, from https://www.acev.org/wp-content/uploads/2018/01/Tu%CC%88rkiyede-Erken-C%CC%A7ocukluk-Bak%C4%B1m%C4%B1-ve-Okul-O%CC%88ncesi-Eg%CC%86itime-Kat%C4%B1l%C4%B1m-30.10.17.pdf
EDU-MONT (2009). The EDU-MONT project is co-funded by E. U. (Grundtvig projects 2009) (GR) Edumontguidelines: Disadvantaged groups: Dısadvantaged and vulnerable groups and educatıon ın mountaın areas, Kek Kronos. Retrieved February 1, 2019, from http://ec.europa.eu/programmes/proxy/alfrescowebscripts/api/node/content/workspace/SpacesStore/63166f02-e6d5-4553-9c60-23b96e87836c/2009-1-RO1-GRU06-02997-1_5
European Union Agency for Fundamental Rights (2014). Education: The Situation of Roma in 11 EU Member States – Roma Survey, Data in focus. Luxembourg, European Union Agency for Fundamental Rights.
European Agency for Development in Special Needs Education (2011) Participation in Inclusive Education – A Framework for Developing Indicators, Odense, Denmark: European Agency for Development in Special Needs Education. Retrieved May 1, 2019, from www.european-agency.org
EU (2012). Roma and education: Challenges and opportunities in the Europen Union, Retrieved February 1, 2019, from http://europa.eu
Gadsden V. L.&Ford M.&Breiner H. (2016). Parenting knowledge, attitudes, and practices (chapter 2, Parenting Matters : Supporting Parents of Children Ages 0-8. In V.L. Gadsden, M. Ford, & H. Breiner, (Eds.) Board on children, youth, and families division of behavioral and social sciences and education, The National Academi Press. Retrieved February1,2019,fromhttps://www.ncbi.nlm.nih.gov/books/NBK402024/pdf/Bookshelf_NBK402024.pdf DOI: https://doi.org/10.17226/21868
Illich, I. (1971). Deschooling Society, Publisher: New York, Harper & Row [1971] Edition: 1st ed. | 18 Editions ISBN: 0060121394 9780060121396 Retrieved February 10, 2019, from http://learning.media.mit.edu/courses/mas713/readings/DESCHOOLING.pdf
Ivanova, V. (2013). Parenting in the prevention of early school leaving in the Roma community. Europen Union&Connecting Cities Building Successes.
Kirova, A. &Prochner, L. (2015). Otherness in pedagogical theory and practice: the case of roma. Alberta Journal of Educational Research, Vol. 61(4), 381-398.
Marsh, A. (2008). Eşitsiz vatandaşlık: Türkiye çingenelerinin karşılaştığı hak ihlalleri 1, saha araştırması.Retrieved February 25, 2019,from https://www.hyd.org.tr/attachments/article/30/biz_buraday%C4%B1z_turkiye'de_romanlar-2.pdf
Milli Eğitim Bakanlığı (2014). Yönetmelik Millî Eğitim Bakanlığı Okul Öncesi Eğitim ve İlköğretim Kurumları Yönetmeliği, 26 Temmuz 2014 Cumartesi, Resmî Gazete Sayı : 29072
Milli Eğitim Bakanlığı (2017). Milli eğitim istatistikleri: Örgün eğitim (1. Dönem) 2016-2017. MEB.
MindMatters (undated). Empowering Students, Module 2.4., C2. (MindMatters is a national mental health initiative for secondary schools developed by beyondblue with funding from the Australian Government Department of Health). Retrieved March 10, 2018, from https://www.mindmatters.edu.au/docs/default-source/learning-module-documents/module_2-4-moduleoverview.pdf
Rouse, M. (2008). Developing ınclusive practice: A role for teachers and teacher education? Education in the north, 16, (1). pp. 1-20 Retrieved February 10, 2019, from https://www.abdn.ac.uk/eitn/journal/46/
OECD (2012). Let's Read Them a Story! The Parent Factor in Education, PISA, OECD Publishing. Retrieved February 20, 2019, from http://dx.doi.org/10.1787/9789264176232-en DOI: https://doi.org/10.1787/9789264176232-en
OECD (2017). Education at a Glance 2016: OECD indicators, OECD publishing. doi: 10.1787/eag-2016-en DOI: https://doi.org/10.1787/eag-2016-en
OECD (2017). Bir Bakışta Eğitim OECD Göstergeleri Retrieved February 10, 2019, from http://www.oecd.org/education/skills-beyond-school/EAG2017CN-Turkey-Turkish.pdf
OECD (2018). Education at a Glance 2018: OECD Indicators, OECD Publishing, Retrieved February 10, 2019, http://dx.doi.org/10.1787/eag-2018-en DOI: https://doi.org/10.1787/eag-2018-en
TUIK (2017). Eğitim istatistikleri- education statistics. Retrieved March 10, 2018, from www.tuik.gov.tr/PreIstatistikTablo.do?istab_id=1606
UN (2015). Universal declaration of human rights, Retrieved March 10, 2018, from http://www.un.org/en/udhrbook/pdf/udhr_booklet_en_web.pdf
UNESCO (2005). EFA global monitoring report 2006: Education for all literacy for life, published in 2005 by the United Nations educational, scientific and cultural organization. Retrieved March 10, 2018, from http://unesdoc.unesco.org/images/0014/001416/141639e.pdf
UNESCO (2007). A Human Rights-Based Approach to Education for All, UNICEF and UNESCO, Retrieved March 10, 2018, from http://unesdoc.unesco.org/images/0015/001548/154861e.pdfF
UNESCO (2017). Global education monitoring report 2017/8 - Accountability in education: Meeting our commitments. UNESCO Publishing. Retrieved March 15, 2018, from http://unesdoc.unesco.org/images/0025/002593/259338e.pdf DOI: https://doi.org/10.54676/CGCZ9341
UNDP (1990). Human development report 1990, Oxford University Press.
UNDP (2018). National human development report 2018: Planning the opportunities for a youthful population, 1 UN Plaza, New York, NY 10017, Retrieved May 10, 2018, from http://hdr.undp.org/sites/default/files/reports/2843/978-92-1-126436-4_web.pdf
UNESCO (2018). Concept note for the 2020 global education monitoring report on inclusion. Retrieved March 7, 2018, from http://unesdoc.unesco.org/images/0026/002653/265329e.pdf
UNICEF (2000c). Dakar framework for action: Education for all: Meeting our collective commitments. Retrieved March 10, 2018, from http://unesdoc.unesco.org/images/0012/001211/121147e.pdf
UNICEF (2000a). Curriculum and Learning educatıon update March 2000. Retrieved March 10, 2018, from https://www.unicef.org/spanish/education/files/edu.pdf
UNICEF (2000b). “Defining quality in education”. A paper presented at the meeting of the International Working Group on Education, Florence, Ital June 2000.
UNICEF. (2009). Child friendly schools. UNICEF.
UNICEF&WORLD BANK GROUP (2016). Ending extreme poverty: a focus on children, Retrieved October 10, 2018, fromhttps://data.unicef.org/wpcontent/uploads/2017/09/Ending_Extreme_Poverty_A_Focus_on_Children_Oct_2016.pdf
OFSTED (2014). Overcoming barriers: ensuring that Roma children are fully engaged and achieving in education. Retrieved October 10, 2018, from www.ofsted.gov.uk/resources/140195.
UNICEF (2005). Dünya çocuklarının durumu 2005: çocukluk tehdit altında. Retrieved October 5, 2018, from https://www.Unicef.Org/Turkey/Pdf/_Dcd05.Pdf
Uzpeder, E. & Danova/Roussinova,S. & Özçelik,S.&Gökçen,S. (2008). Biz buradayız! Türkiye’de Romanlar, ayrımcı uygulamalar ve hak mücadelesi. Retrieved October 10, 2018, from https://www.hyd.org.tr/attachments/article/30/biz_buraday%C4%B1z_-_turkiye'de_romanlar-1.pdf
Uzpeder, E. (2008). Türkiye’de Roman hakları hareketinin gelişimi :Örgütlenme. Retrieved October 10, 2018, from https://www.hyd.org.tr/attachments/article/30/biz_buraday%C4%B1z_-_turkiye'de_romanlar-3.pdf
Wells, A.S.&Fox, L.&Cordova-Cobo, D. (2016). How Racially Diverse Schools And Classrooms Can Benefit All Students, Retrieved October 10, 2018, from Http://Apps.Tcf.Org/How-Racially-Diverse-Schools-And-Classrooms-Can-Benefit-All-Students
Online Etymology Dictionary (n.d). Segregate. İn online etymology dictionary. Retrieved October 10, 2018, from https://www.etymonline.com/word/segregate
