Türkiye'ye göç eden Suriyeli çocukların sosyalleşme süreci ve eğitim konusunda geliştirilen farklı pratikler
Küçük Resim Yok
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İstanbul Ticaret Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Suriye'deki iç karışıklıktan ve savaş ortamından kaçarak kendilerine bir sığınak arayan milyonlarca göçmen Türkiye'ye sığınmak zorunda kalmıştır. Resmi rakamlara göre Türkiye 3 milyon 600 binden fazla Suriyeliye ev sahipliği yapmaktadır. Türkiye'de bulunan Suriyeli nüfusunun demografik özellikleri incelendiğinde; 1 milyondan fazla zorunlu eğitim çağında, yarım milyon Suriyelinin ise potansiyel eğitim çağında olduğu görülmektedir. Bu çalışma, çocukların bulunduğu topluma adapte olmasını ve kendi geleceklerini inşa etmelerini sağlamada en etkili aracın eğitim olduğu düşüncesinden hareket edilerek oluşturulmuştur. Çalışmada, Türkiye'ye çocukken sığınmış Suriyeli mülteci gençlerle ve çocuklarla ülkemize göç ettikleri günden bugüne kadar geçen süreçte; literatürde tespit edilen kayıt ve dil sorunu, okul yöneticileri ile öğretmenlerin tutum ve davranışlarından kaynaklanan sorunlar, arkadaşları ile yaşadıkları iletişimsizlik, çocukların çalışmak zorunda bırakılması gibi sorunlarda nelerin değişip-değişmediğini anlama amacıyla görüşmeler yapılmış, okulda yaşadıkları bütün sürecin genel bir değerlendirmesi de yapılmıştır. Bunların yanı sıra çocukların okul dışındaki sosyalleşmeleri de çalışmamızın bir bölümünü oluşturmaktadır. Çalışma, nitel araştırma yöntemi kullanılarak Başakşehir, Şahintepe, Güvercintepe ve Göçmen Konutları'nda yapılan uygulamalı bir alan çalışmasıdır. Alan çalışması 2019 Nisan ve Mayıs aylarında gerçekleştirilmiştir. Kartopu yöntemi ile ulaşılan 25 aileden 79 kişilik bir örneklem guruba ulaşılmıştır. Araştırmadan elde edilen bulgulara göre; örneklemlerimizin çoğunluğunun Arap kökenli Suriyeli olduğu tespit edilmiştir. Buna bağlı olarak Türk okuluna giden gruplar dil sorunu, okul öğretmenleri ve arkadaşları ile yaşadıkları iletişim sorunları, bunların yanı sıra anlatılan dersleri anlayamama ve konulara vakıf olamama, ödevlerini yapamama gibi oldukça önemli problemler yaşamışlardır. Türk okuluna gitmeyi tercih eden veyahut bir süre sonra Türk okuluna gitmeye karar veren örneklemlerin eğitimi önündeki sorunlarının bugün itibariyle aşıldığı tespit edilmiştir. Ancak ilkokula 2. 3. veya 4. sınıftan itibaren 6 gitmeye başlayan çocuklar, ilkokula 1. sınıftan başlayan çocuklara göre bu süreci daha zor geçirmişlerdir. Ancak son iki yıldır bütün ilkokullarda açılan Türkçe kursları ile bu soruna da çözüm getirilmiştir. Açılan bu kurslar ile Türkçesi iyi olmayan Suriyeli çocukların dillerini geliştirmeleri ve buna bağlı olarak da eğitime daha hızlı entegre olmaları sağlanmıştır. Devlet yetkileri, Suriyeli çocukların ileriki eğitim hayatlarında sorun yaşamamaları için sadece devlet okullarına gitmelerini sağlamak amacıyla Arap okullarının kapatılmasına karar vermiştir. Bu nedenle Türkiye'ye geldikleri andan itibaren kendi dillerinde eğitim almayı tercih eden örneklemler, bu yıl itibariyle devlet okullarına gitmeye başlayacaklardır. Bu çocuklar, Türkçeyi anlama kabiliyetlerini daha çok geliştirmiş, ancak konuşma becerilerini oldukça az geliştirebilmişlerdir. Bu durumda olan örneklemlerin bu süreci daha kolay atlatmaları için sadece ilkokullarda oluşturulan Türkçe kurslarının orta ve liselerde de oluşturulması gerekmektedir. Aksi takdirde özellikle özel Türkçe eğitimi almaya imkanı olmayan örneklemlerin, eğitimlerinde başarısızlığa uğramaları neticesinde okullarını terk etmeleri ile sonuçlanacaktır. Okullaşmış örneklemlerin okul dışındaki sosyalleşmeleri konusunda da önemli bir yol alınmıştır. Türkiye'ye geldikleri andan itibaren çalışmak zorunda kalan örneklemler ise uyum sağlayabilme noktasında dezavantajlara sahip oldukları için sosyal uyum sağlamada zorluk çekmektedirler. Ayrıca kimlikleri olmadığı için okullaşamayan örneklemlerin de ileriki yıllarda sosyal uyum sorunu yaşayabilecekleri ön görülmektedir.
Millions of refugees who had to flee their country Syria due to the internal disorder and war in search of a shelter, have taken shelter in Turkey. According to the official figures, Turkey hosts more than 3,600 millions of Syrian people. When the demographic features of Syrian population living in Turkey is reviewed, it is seen that there are more than 1 million of Syrian people who are at the age of compulsory education and half million of Syrian are at the age of potential education. This study has been based on the idea that the most effective tool for adapting children to the society where they live in and for enabling them to construct their own future is the education. In this study, Syrian refugee adolescents and children have been negotiated in order to understand what has changed and not changed in terms of problems such as enrollment and language problems, problems caused by attitudes and behaviors of school management and teachers, communication problems experienced with friends, and obligation to work detected in the literature so far since the day when they migrated to Turkey; and whole duration that they have spent in the school have been evaluated in general. Besides, socialization of children outside of school constitutes a part of our study. The study is an applied field study and a qualitative one conducted at Başakşehir, Şahintepe and Güvercintepe Refugee Houses (Sites), in April and May 2019. Members of the sampling frame were 79 people from 25 families and snowball sampling method was employed. The findings of the study reveal that the majority of our sampling frame is made up of Syrians of Arab origin. As a result, the ones attending Turkish schools had the serious problems of communication with peers and teachers, not being able to understand and have a mastery over the content presented as well as not being able to do homework. It has been determined that as of today, the problems suffered by the members of the sampling frame who decided to attend Turkish schools either at the beginning or at a later 8 period have been overcome. However, the children who attended primary school as from the 2nd, 3rd or 4th grades went through this period in a more difficult way than those who started as a first grader. This problem, too, has been solved thanks to the courses that have been given in all of the primary schools in the last two years. These courses offered have provided the Syrian students having problems with the Turkish language the opportunity to improve their Turkish and thus adapt to education sooner. In order to protect the Syrian children from problems in their future educations, state officials decided to give them education only in state schools and to close Arab schools. Therefore, members of the sampling frame preferring to have education in the mother language will attend state schools from the very beginning. In terms of learning Turkish, understanding (receptive) skills of these children are better than their speaking skills that at poor levels. In order for these members of the sampling frame to get over this period at ease, it is necessary that both lower secondary and upper secondary schools give Turkish courses in addition to the primary schools already giving these courses otherwise members of the sampling frame, especially those not having the opportunity to take Turkish courses will drop out of school as a result of failure in education. Members of the sampling frame attending a school have made better progress in terms of socialization in extrascholastic contexts. Members of the sampling frame who have had to work as from the first moment after their arrival in Turkey, which is a disadvantage, have had difficulties in social adaptation. In addition, it is predicted that members of the sampling frame not attending a school due to not having identity cards may be confronted with social adaptation problems.
Millions of refugees who had to flee their country Syria due to the internal disorder and war in search of a shelter, have taken shelter in Turkey. According to the official figures, Turkey hosts more than 3,600 millions of Syrian people. When the demographic features of Syrian population living in Turkey is reviewed, it is seen that there are more than 1 million of Syrian people who are at the age of compulsory education and half million of Syrian are at the age of potential education. This study has been based on the idea that the most effective tool for adapting children to the society where they live in and for enabling them to construct their own future is the education. In this study, Syrian refugee adolescents and children have been negotiated in order to understand what has changed and not changed in terms of problems such as enrollment and language problems, problems caused by attitudes and behaviors of school management and teachers, communication problems experienced with friends, and obligation to work detected in the literature so far since the day when they migrated to Turkey; and whole duration that they have spent in the school have been evaluated in general. Besides, socialization of children outside of school constitutes a part of our study. The study is an applied field study and a qualitative one conducted at Başakşehir, Şahintepe and Güvercintepe Refugee Houses (Sites), in April and May 2019. Members of the sampling frame were 79 people from 25 families and snowball sampling method was employed. The findings of the study reveal that the majority of our sampling frame is made up of Syrians of Arab origin. As a result, the ones attending Turkish schools had the serious problems of communication with peers and teachers, not being able to understand and have a mastery over the content presented as well as not being able to do homework. It has been determined that as of today, the problems suffered by the members of the sampling frame who decided to attend Turkish schools either at the beginning or at a later 8 period have been overcome. However, the children who attended primary school as from the 2nd, 3rd or 4th grades went through this period in a more difficult way than those who started as a first grader. This problem, too, has been solved thanks to the courses that have been given in all of the primary schools in the last two years. These courses offered have provided the Syrian students having problems with the Turkish language the opportunity to improve their Turkish and thus adapt to education sooner. In order to protect the Syrian children from problems in their future educations, state officials decided to give them education only in state schools and to close Arab schools. Therefore, members of the sampling frame preferring to have education in the mother language will attend state schools from the very beginning. In terms of learning Turkish, understanding (receptive) skills of these children are better than their speaking skills that at poor levels. In order for these members of the sampling frame to get over this period at ease, it is necessary that both lower secondary and upper secondary schools give Turkish courses in addition to the primary schools already giving these courses otherwise members of the sampling frame, especially those not having the opportunity to take Turkish courses will drop out of school as a result of failure in education. Members of the sampling frame attending a school have made better progress in terms of socialization in extrascholastic contexts. Members of the sampling frame who have had to work as from the first moment after their arrival in Turkey, which is a disadvantage, have had difficulties in social adaptation. In addition, it is predicted that members of the sampling frame not attending a school due to not having identity cards may be confronted with social adaptation problems.
Açıklama
Sosyal Bilimler Enstitüsü, Uygulamalı Sosyoloji Ana Bilim Dalı, Uygulamalı Sosyoloji Bilim Dalı
Anahtar Kelimeler
Sosyoloji, Sociology
