A HISTORICAL/POLITICAL JUSTIFICATION FOR THE NEED FOR MULTICULTURAL CITIZENSHIP EDUCATION AND EDUCATORS: THE CASE OF TURKEY AND THE EUROPEAN UNION

• Published in: Darnioji daugiakalbystė Vol. 9; no. 9; pp. 14 - 31
• Main Author: Çelik, Raşit
• Format: Journal Article
• Language: English
• Published: Vytauto Didžiojo Universitetas 2016; Vytautas Magnus University
• Subjects: Education; EU-Accession / EU-DEvelopment; Inter-Ethnic Relations; School education; Sociology of Education; Sociology of the arts, business, education; State/Government and Education; Democracy and Citizenship Education; Turkey; Education and Training 2020; Nation State; European Union
• ISSN: 2335-2019; 2335-2027
• DOI: 10.7220/2335-2027.9.1

Citizenship education, with its focus on equality, human rights and social justice for all, has become one of the central instruments for improving civic knowledge among world citizens and for supporting the development of more democratic states based on the rule of law. Like many other nations, the Turkish Republic, a country in negotiation with the European Union for possible membership, has placed great emphasis on citizenship education since the time of its foundation. This study takes on the question of whether Turkey provides adequate citizenship education as it is understood in and framed by the European Union’s education and training strategic plan, known as Education and Training 2020 – particularly in light of its focus on promoting multiculturalism and appreciation for diversity in an increasingly heterogeneous society. To this end, the study first provides some background information on the general status of citizenship education in Europe. This is followed by a description of the current framework as it is implemented in Turkey, which has historically included a homogenizing aspect, stressing unity rather than diversity. Finally, some recommendations are made concerning why Turkey needs further development in terms of a multicultural perspective on citizenship education, including the education of multiculturally competent teachers.