Landscaping Discourses of Diversity and Citizenship Education Through a Multilayered Critical Qualitative Study

This study aims to landscape discourses on diversity and citizenship in the context of 4th grade curriculum. To address this purpose, a multilayered critical qualitative study design was utilized with embedded units. Qualitative data were obtained from official curriculum documents and the site visits of purposefully selected 55 primary schools in Adana sub-region. By deepening the analysis along with each layer, a multilayered and multidimensional analysis that consisted of the analysis of 4th grade curricula (N=12) and textbooks (N=12); analysis of responses to open-ended survey forms with 4th grade teachers (N=202), psychological counselors (N=43) and school managers (N=55); analysis of thick data obtained from semi-structured interviews with 4th grade teachers (n=16), psychological counselors (n=6) and school managers (n=5); and field notes based on observations in volunteer 7 teachers’ classrooms were carried. Thick data were subjected to inductive content analysis by using NVivo software. Findings revealed that there is a profound schema that is based on a statist, authoritarian and nationalist perspective related to citizenship in the context of citizenship education, which becomes the barrier on the acceptance of differences, therefore, it needs to be considered to overcome the inequalities. Correspondingly, the findings of the study uncovered the need for educators who provide students a space to criticize, discuss and transform to be able to reach their fullest potential regardless of their identity, through challenging the official discourses and creating counter-discourses in the context of citizenship education.


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Citation Formats
Ö. KARAKUŞ ÖZDEMİRCİ, “Landscaping Discourses of Diversity and Citizenship Education Through a Multilayered Critical Qualitative Study,” Ph.D. - Doctoral Program, Middle East Technical University, 2022.