CEU Electronic Theses and Dissertations, 2020
| Author | Turk, Gulsah |
|---|---|
| Title | Between Temporary Protection and Integration: Monolingual Education Policies for Syrian Refugee Children in Turkey |
| Summary | Since 2011 more than 3 million people from Syria have taken refuge in Turkey. As of January 2020, there are 1 million school-aged Syrian children out of which more than 600 thousand receive education. Until 2016, most students were enrolled in Temporary Education Centers (TECs), which provided education in Arabic and followed an altered Syrian curriculum. While some of these TECs remain open, the policy since 2016 is to enroll 1st, 5th, and 9th graders into public schools, where medium of instruction is Turkish. Considering the controversial nature of linguistic diversity in the Turkish education system and the global and local political repercussions of the forced mobility from Syria, this research has aimed to analyze the discourse of the language policies in the education of refugee children to reveal their rationale and possible implications. A discourse-oriented analysis of policy texts and statements by policy actors has revealed that even though the discourse around temporariness which dominated the earlier policy making has later shifted into one of integration as a result of the changes in context, the underlying monolingual ideologies have remained constant and manifested themselves through both discourses. It has also been concluded that any policy decision not acknowledging the linguistic diversity in education will lead to linguistic and thus social inequality for the refugee children. |
| Supervisor | Váradi, Luca; Zentai, Violetta |
| Department | Nationalism Studies MA |
| Full text | https://www.etd.ceu.edu/2020/turk_gulsah.pdf |
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