Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2022, Cilt: 9 Sayı: 1, 153 - 164, 31.01.2022

Öz

Kaynakça

  • Ager, A., & Strang, A. (2008). Understanding integration: A conceptual framework. Journal of Refugee Studies, 21(2), 166-191.
  • Arnot, M., & Pinson, H. (2005). The education of asylum-seeker and refugee children. MCT, 20(1), 29-33.
  • Başar, M., Akan, D., & Çiftçi, M. (2018). Learning-teaching process ıssues in classrooms with refugee students. Kastamonu EducationJournal, 26(5), 1571-1578.
  • Berry, J. W. (1974). Psychological aspects of cultural pluralism: Unity and identity reconsidered. Topics in Culture Learning, 2, 17-22.
  • Berry, J. W. (2011). Integration and multiculturalism: Ways towards social solidarity. Papers on Social Representations, 20(1), 2-1.
  • Brown, C. P., & Lee, J. E. (2012). How to teach to the child when the stakes are high: Examples of implementing developmentally appropriate and culturally relevant practices in prekindergarten. Journal of Early Childhood Teacher Education, 33(4), 322-348.
  • Büyüköztürk, Ş., Kiliç Çakmak, E., Akgün, Ö. E., Karadeniz, S., & Demirel, F. (2012). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem.
  • Candappa, M. (2000). Building a new life: The role of the school in supporting refugee children. MCT, 19(1), 28-32.
  • Carley, K. (1993). Coding choices for textual analysis: A comparison of content analysis and map analysis. Sociological Methodology, 23, 75-126.
  • Castles, S., De Haas, H., & Miller, M. J. (2013). The age of migration: International population movements in the modern world. Palgrave Macmillan.
  • Cenevre Konvansiyonu (1951).Mültecilerin hukuki statüsüne ilişkin sözleşme. Retrived from http://www.multeci.org.tr/wpcontent/uploads/2016/12/1951-Cenevre-Sozlesmesi-1.pdf
  • Chuang, S. S., & Moreno, R. (2011). Immigrant children: Change, adaptation, and cultural transformation. Lexington Books.
  • Costa, B. (2016). Language matters to a refugee child. Therapy Today, 27(8), 1-2.
  • Creswell, J. W. (2009). Qualitative, quantitative, and mixed methods approaches. Sage.
  • Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into practice, 39(3), 124-130.
  • Çelik, Ç., & İçduygu, A. (2019). Schools and refugee children: The case of Syrians in Turkey. International Migration, 57(2), 253-267.
  • Demirci, E. (2017). Hayat Boyu Öğrenme Genel Müdürlüğü. Retrived from http://reyhanli.meb.gov.tr/meb_iys_dosyalar/2017_08/28132658_19072017-10969431_5ve9siniff_kayit.pdf
  • Emin, M. N. (2016). Türkiye’deki Suriyeli çocukların eğitimi: Temel eğitim politikaları.İstanbul : Siyaset, Ekonomi ve Toplum Araştırmaları Vakfı (SETA).
  • Erdem, C. (2017). Instructional problems experienced by primary school teachers who have refugee students in their classes and their solutions for problems.Medeniyet Eğitim Araştırmaları Dergisi, 1(1), 26-42.
  • Fandrem, H., Strohmeier, D., & Jonsdottir, K. A. (2012). Peer groups and victimisation among native and immigrant adolescents in Norway. Emotional and Behavioural Difficulties, 17(3-4), 273-285.
  • Ferfolja, T. (2009). The refugee action support program: Developing understandings of diversity, Teaching Education, 20(4), 395-407, DOI: 10.1080/10476210902741239.
  • Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education, (7th ed.). McGraw-Hill.
  • Fruja Amthor, R., & Roxas, K. (2016). Multicultural education and newcomer youth: Re-imagining a more inclusive vision for immigrant and refugee students. Educational Studies, 52(2), 155-176.
  • Göktuna Yaylacı, F., Serpil, H., ve Yaylacı, A. F. (2017). Refugee and asylum-seeker education from stakeholder perspectives: Eskişehir case.Mediterranean Journal of Educational Research, 11(22), 101-117.
  • Guest, G., Namey, E. E., & Mitchell, M. L. (2012). Collecting qualitative data: A field manual for applied research. Sage.
  • Güçer, M., Karaca, S., & Dinçer, O. B. (2013). Sınırlar arasında yaşam savaşı Suriyeli mülteciler alan çalışması. International Strategic Research Organization (USAK).
  • Haider, M. (2010). Emotional and behavioural problems among Pakistani children [Unpublished Doctoral dissertation]. McGill University.
  • Hek, R. (2005). The role of education in the settlement of young refugees in the UK: The experiences of young refugees. Practice, 17(3), 157-171.
  • Hurley, J.J., Medici, A., Stewart, E., & Cohen, Z. (2011). Supporting preschoolers and their families who are recently resettled refugees. Multicultural Perspectives, 13(3), 160–166.
  • Kağnıcı, D. Y. (2017). School counselors’ roles and responsibilities in cultural adaptation process of Syrian refugee children. Elementary Education Online, 16(4), 1768-1776.
  • Kardeş, S., & Akman, B. (2018). Teachers' views on the education of Syrian refugees. Elementary Education Online, 17(3), 1224-1237.
  • Karoly, L. A., & Gonzalez, G. C. (2011). Early care and education for children in immigrant families. The Future of Children, 21(1), 71-101.
  • Khamis, V. (2019). Posttraumatic stress disorder and emotion dysregulation among Syrian refugee children and adolescents resettled in Lebanon and Jordan. Child Abuse & Neglect, 89, 29-39.
  • Louis, W. R., Duck, J. M., Terry, D. J., Schuller, R. A.& Lalonde, R. N. (2007). Why do citizens want to keep refugees out? Threats, fairness and hostile norms in the treatment of asylum seekers. European Journal of Social Psychology, 37(1), 53-73.
  • Lunneblad, J. (2017). Integration of refugee children and their families in the Swedish preschool: strategies, objectives and standards. European Early Childhood Education Research Journal, 25(3), 359-369.
  • Madziva, R., & Thondhlana, J. (2017). Provision of quality education in the context of Syrian refugee children in the UK: Opportunities and challenges. Compare: A Journal of Comparative and International Education, 47(6), 942-961.
  • Martens, H. J. W. (2007) Prevalence of depression in various ethnic groups of immigrants and refugees: Suggestions for prevention and intervention. International Journal of Mental Health Promotion, 9(1), 25-33, DOI: 10.1080/14623730.2007.9721831.
  • McBrien, J. L. (2017). Refugees, asylum seekers, and other immigrants: Help for teacherswith problematic definitions. Social Studies Research and Practice, 12(2), 113-124.
  • Measham, T., Guzder, J., Rousseau, C., Pacione, L., Blais-McPherson, M., & Nadeau, L. (2014).Refugee children and their families: supporting psychological well-being and positive adaptation following migration. Current Problems in Pediatric and Adolescent Health Care, 44(7), 208-215.
  • Mestheneos, E.& Ioannidi, E. (2002). Obstacles to refugee integration in the European Union member states. Journal of Refugee Studies, 15(3), 304-320.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Mohamed, S., & Thomas, M. (2017). The mental health and psychological well-being of refugee children and young people: An exploration of risk, resilience and protective factors. Educational Psychology in Practice, 33(3), 249-263.
  • Moinolnolki, N., & Han, M. (2017). No child left behind: What about refugees? Childhood Education, 93(1), 3-9.
  • Nickerson, A. M.,& Louis, W. R. (2008). Nationality versus humanity? Personality, identity, and norms in relation to attitudes toward asylum seekers. Journal of Applied Social Psychology, 38, 796–817.
  • Nur, İ., Aktaş-Arnas, Y., Abbak, B. S., & Kale, M. (2018). Mother-child and teacher-child relationships and their associations with school adjustment in pre-school. Kuram ve Uygulamada Egitim Bilimleri, 18(1), 201-220.
  • Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative social work, 1(3), 261-283.
  • Pinson, H., & Arnot, M. (2007). Sociology of education and the wasteland of refugee education research. British Journal of Sociology of Education, 28(3), 399-407, DOI: 10.1080/01425690701253612
  • Poureslami, I., Nimmon, L., Ng, K., Cho, S., Foster, S., & Hertzman, C. (2013). Bridging immigrants and refugees with early childhood development services: Partnership research in the development of an effective service model. Early Child Development and Care, 183(12), 1924-1942.
  • Reiners, G. M. (2012). Understanding the differences between Husserl’s (descriptive) and Heidegger’s (interpretive) phenomenological research. Journal of Nursing & Care, 1(5), 1–3.
  • Report of United Nations High Commissioner for Refugees, (2000). Statistical yearbook 2001.New York : United Nations. Retrived from https://www.unhcr.org/statistics/unhcrstats/4a02e3406/unhcr-statistical-yearbook-2001.html
  • Rothbart, M. K., & Jones, L. B. (1998). Temperament, self-regulation, and education. School Psychology Review, 27(4), 479-495.
  • Rousseau, C., Drapeau, A., & Corin, E. (1996). School performance and emotional problems in refugee children. American Journal of Orthopsychiatry, 66(2), 239-251.
  • Rubinstein-Avila, E. (2017) Immigration and education: What should k-12 teachers, school administrators, and staff know?,The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 90(1), 12-17, DOI: 10.1080/00098655.2016.1234817.
  • Samara, M., El Asam, A., Khadaroo, A., & Hammuda, S. (2020). Examining the psychological well‐being of refugee children and the role of friendship and bullying. British journal of educational psychology, 90(2), 301-329.
  • Schachner, M. K. (2017). From equality and inclusion to cultural pluralism–evolution and effects of cultural diversity perspectives in schools. European Journal of Developmental Psychology, 3(2), 1-17. DOI: 10.1080/17405629.2017.1326378.
  • Seker, B. D., & Sirkeci, I. (2015). Challenges for refugee children at school in Eastern Turkey. Economics & Sociology, 8(4), 122-133.
  • Seydi, A. R. (2014). Policies of Turkey regarding the solution of educational problems of Syrian refugees. SDU Faculty of Arts and Sciences Journal of Social Sciences, 31, 267-305.
  • Sirin, S. R., & Rogers-Sirin, L. (2015). The educational and mental health needs of Syrian refugee children. Migration Policy Institute.
  • Small, E., Kim, Y. K., Praetorius, R. T., & Mitschke, D. B. (2016). Mental health treatment for resettled refugees: A comparison of three approaches. Social Work in Mental Health, 14(4), 342-359.
  • Soylu, A., Kaysılı, A., & Sever, M. (2020). Refugee children and adaptation to school: An analysis through cultural responsivities of the teachers. Education and Science, 45(201), 313-334.
  • Szente, J., Hoot, J., & Taylor, D. (2006). Responding to the special needs of refugee children: Practical ideas for teachers. Early Childhood Education Journal, 34(1), 15-20.
  • Şahin, N. H. (2014). Stres ve stres yönetimi. Örgütsel davranış (2.Baskı). Beta.
  • Taylor, J. (2004). Refugees and social exclusion: What the literature says. Migration Action, 26(2), 16-31.
  • Thomas, R. L. (2016). The right to quality education for refugee children through social inclusion. Journal of Human Rights and Social Work, 1(4), 193-201.
  • Topaloğlu, H., & Özdemir, M. (2020). Problems the refugees face during access to education and their social inclusion expectations. Turkish Studies, 15(3), 2033-2059.
  • Tosun, A., Yorulmaz, A., Tekin, İ., & Yildiz, K. (2018). Problems and expectations of refugee students about education and religious education: Case of Eskişehir.Journal of Social Sciences, 19(1), 107-133.
  • UNHCR, (2019). Promoting integration of Syrian kids into the Turkish education system (PIKTES). Retrived from https://globalcompactrefugees.org/article/promoting-integration-syrian-kids-turkish-education-system-piktes
  • United Nations High Commissioner for Refugees, (2017). Figures at a glance. Retrived from http://www.unhcr.org/figures-at-a-glance.html
  • Wiese, E. B. P. (2010). Culture and migration: Psychological trauma in children andadolescents. raumatology, 16(4), 142-152.
  • Yayan, E. H., Düken, M. E., Özdemir, A. A., & Çelebioğlu, A. (2020). Mental health problems of Syrian refugee children: Post-traumatic stress, depression and anxiety. Journal of pediatric nursing, 51, 27-32.
  • Yaylacı, G. F., Serpil, H., & Polat, H. (2017). Refugee and asylum-seeker education from stakeholder perspectives: Eskişehir case.Mediterranean Journal of Educational Research, 22, 101-117.
  • Yıldırım, A. (1999). Key features of qualitative research methods and the importance in the education research. Education and Science, 23(112), 7-17.
  • Yıldırım, A., & Şimşek, H. (2005). Qualitative research methods in the social sciences. Seçkin.
  • Yurdakul, A., & Tok, T. N. (2018). Migrant/refugee student from the view of teachers. AMÜ Journal of Educational Sciences, 9(2), 46-58.

Problems Encountered in The Education of Refugees in Turkey

Yıl 2022, Cilt: 9 Sayı: 1, 153 - 164, 31.01.2022

Öz

This study aims to investigate the educational problems of refugee students of Syrian origin. It is a qualitative research designed as a phenomenological study. Phenomenology, a qualitative research method, was the design of choice. The sample group consisted of two administrators, two school counselors, and 11 classroom teachers from a temporary education center in Altındağ/Ankara, Turkey. The data of the study were collected using the interview method. The data were analyzed using content analysis. According to the research findings, Syrian refugee children face socio-emotional, family, language, and school problems and hate speech, discrimination, isolation, and exclusion. Syrian refugee children should undergo an orientation and preparation program before enrolling in Turkey's public schools. Seminars should be offered to the Turkish population to help them develop empathy for refugees and understand what they are going through. Teachers should be trained in multicultural education.

Kaynakça

  • Ager, A., & Strang, A. (2008). Understanding integration: A conceptual framework. Journal of Refugee Studies, 21(2), 166-191.
  • Arnot, M., & Pinson, H. (2005). The education of asylum-seeker and refugee children. MCT, 20(1), 29-33.
  • Başar, M., Akan, D., & Çiftçi, M. (2018). Learning-teaching process ıssues in classrooms with refugee students. Kastamonu EducationJournal, 26(5), 1571-1578.
  • Berry, J. W. (1974). Psychological aspects of cultural pluralism: Unity and identity reconsidered. Topics in Culture Learning, 2, 17-22.
  • Berry, J. W. (2011). Integration and multiculturalism: Ways towards social solidarity. Papers on Social Representations, 20(1), 2-1.
  • Brown, C. P., & Lee, J. E. (2012). How to teach to the child when the stakes are high: Examples of implementing developmentally appropriate and culturally relevant practices in prekindergarten. Journal of Early Childhood Teacher Education, 33(4), 322-348.
  • Büyüköztürk, Ş., Kiliç Çakmak, E., Akgün, Ö. E., Karadeniz, S., & Demirel, F. (2012). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem.
  • Candappa, M. (2000). Building a new life: The role of the school in supporting refugee children. MCT, 19(1), 28-32.
  • Carley, K. (1993). Coding choices for textual analysis: A comparison of content analysis and map analysis. Sociological Methodology, 23, 75-126.
  • Castles, S., De Haas, H., & Miller, M. J. (2013). The age of migration: International population movements in the modern world. Palgrave Macmillan.
  • Cenevre Konvansiyonu (1951).Mültecilerin hukuki statüsüne ilişkin sözleşme. Retrived from http://www.multeci.org.tr/wpcontent/uploads/2016/12/1951-Cenevre-Sozlesmesi-1.pdf
  • Chuang, S. S., & Moreno, R. (2011). Immigrant children: Change, adaptation, and cultural transformation. Lexington Books.
  • Costa, B. (2016). Language matters to a refugee child. Therapy Today, 27(8), 1-2.
  • Creswell, J. W. (2009). Qualitative, quantitative, and mixed methods approaches. Sage.
  • Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into practice, 39(3), 124-130.
  • Çelik, Ç., & İçduygu, A. (2019). Schools and refugee children: The case of Syrians in Turkey. International Migration, 57(2), 253-267.
  • Demirci, E. (2017). Hayat Boyu Öğrenme Genel Müdürlüğü. Retrived from http://reyhanli.meb.gov.tr/meb_iys_dosyalar/2017_08/28132658_19072017-10969431_5ve9siniff_kayit.pdf
  • Emin, M. N. (2016). Türkiye’deki Suriyeli çocukların eğitimi: Temel eğitim politikaları.İstanbul : Siyaset, Ekonomi ve Toplum Araştırmaları Vakfı (SETA).
  • Erdem, C. (2017). Instructional problems experienced by primary school teachers who have refugee students in their classes and their solutions for problems.Medeniyet Eğitim Araştırmaları Dergisi, 1(1), 26-42.
  • Fandrem, H., Strohmeier, D., & Jonsdottir, K. A. (2012). Peer groups and victimisation among native and immigrant adolescents in Norway. Emotional and Behavioural Difficulties, 17(3-4), 273-285.
  • Ferfolja, T. (2009). The refugee action support program: Developing understandings of diversity, Teaching Education, 20(4), 395-407, DOI: 10.1080/10476210902741239.
  • Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education, (7th ed.). McGraw-Hill.
  • Fruja Amthor, R., & Roxas, K. (2016). Multicultural education and newcomer youth: Re-imagining a more inclusive vision for immigrant and refugee students. Educational Studies, 52(2), 155-176.
  • Göktuna Yaylacı, F., Serpil, H., ve Yaylacı, A. F. (2017). Refugee and asylum-seeker education from stakeholder perspectives: Eskişehir case.Mediterranean Journal of Educational Research, 11(22), 101-117.
  • Guest, G., Namey, E. E., & Mitchell, M. L. (2012). Collecting qualitative data: A field manual for applied research. Sage.
  • Güçer, M., Karaca, S., & Dinçer, O. B. (2013). Sınırlar arasında yaşam savaşı Suriyeli mülteciler alan çalışması. International Strategic Research Organization (USAK).
  • Haider, M. (2010). Emotional and behavioural problems among Pakistani children [Unpublished Doctoral dissertation]. McGill University.
  • Hek, R. (2005). The role of education in the settlement of young refugees in the UK: The experiences of young refugees. Practice, 17(3), 157-171.
  • Hurley, J.J., Medici, A., Stewart, E., & Cohen, Z. (2011). Supporting preschoolers and their families who are recently resettled refugees. Multicultural Perspectives, 13(3), 160–166.
  • Kağnıcı, D. Y. (2017). School counselors’ roles and responsibilities in cultural adaptation process of Syrian refugee children. Elementary Education Online, 16(4), 1768-1776.
  • Kardeş, S., & Akman, B. (2018). Teachers' views on the education of Syrian refugees. Elementary Education Online, 17(3), 1224-1237.
  • Karoly, L. A., & Gonzalez, G. C. (2011). Early care and education for children in immigrant families. The Future of Children, 21(1), 71-101.
  • Khamis, V. (2019). Posttraumatic stress disorder and emotion dysregulation among Syrian refugee children and adolescents resettled in Lebanon and Jordan. Child Abuse & Neglect, 89, 29-39.
  • Louis, W. R., Duck, J. M., Terry, D. J., Schuller, R. A.& Lalonde, R. N. (2007). Why do citizens want to keep refugees out? Threats, fairness and hostile norms in the treatment of asylum seekers. European Journal of Social Psychology, 37(1), 53-73.
  • Lunneblad, J. (2017). Integration of refugee children and their families in the Swedish preschool: strategies, objectives and standards. European Early Childhood Education Research Journal, 25(3), 359-369.
  • Madziva, R., & Thondhlana, J. (2017). Provision of quality education in the context of Syrian refugee children in the UK: Opportunities and challenges. Compare: A Journal of Comparative and International Education, 47(6), 942-961.
  • Martens, H. J. W. (2007) Prevalence of depression in various ethnic groups of immigrants and refugees: Suggestions for prevention and intervention. International Journal of Mental Health Promotion, 9(1), 25-33, DOI: 10.1080/14623730.2007.9721831.
  • McBrien, J. L. (2017). Refugees, asylum seekers, and other immigrants: Help for teacherswith problematic definitions. Social Studies Research and Practice, 12(2), 113-124.
  • Measham, T., Guzder, J., Rousseau, C., Pacione, L., Blais-McPherson, M., & Nadeau, L. (2014).Refugee children and their families: supporting psychological well-being and positive adaptation following migration. Current Problems in Pediatric and Adolescent Health Care, 44(7), 208-215.
  • Mestheneos, E.& Ioannidi, E. (2002). Obstacles to refugee integration in the European Union member states. Journal of Refugee Studies, 15(3), 304-320.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Mohamed, S., & Thomas, M. (2017). The mental health and psychological well-being of refugee children and young people: An exploration of risk, resilience and protective factors. Educational Psychology in Practice, 33(3), 249-263.
  • Moinolnolki, N., & Han, M. (2017). No child left behind: What about refugees? Childhood Education, 93(1), 3-9.
  • Nickerson, A. M.,& Louis, W. R. (2008). Nationality versus humanity? Personality, identity, and norms in relation to attitudes toward asylum seekers. Journal of Applied Social Psychology, 38, 796–817.
  • Nur, İ., Aktaş-Arnas, Y., Abbak, B. S., & Kale, M. (2018). Mother-child and teacher-child relationships and their associations with school adjustment in pre-school. Kuram ve Uygulamada Egitim Bilimleri, 18(1), 201-220.
  • Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative social work, 1(3), 261-283.
  • Pinson, H., & Arnot, M. (2007). Sociology of education and the wasteland of refugee education research. British Journal of Sociology of Education, 28(3), 399-407, DOI: 10.1080/01425690701253612
  • Poureslami, I., Nimmon, L., Ng, K., Cho, S., Foster, S., & Hertzman, C. (2013). Bridging immigrants and refugees with early childhood development services: Partnership research in the development of an effective service model. Early Child Development and Care, 183(12), 1924-1942.
  • Reiners, G. M. (2012). Understanding the differences between Husserl’s (descriptive) and Heidegger’s (interpretive) phenomenological research. Journal of Nursing & Care, 1(5), 1–3.
  • Report of United Nations High Commissioner for Refugees, (2000). Statistical yearbook 2001.New York : United Nations. Retrived from https://www.unhcr.org/statistics/unhcrstats/4a02e3406/unhcr-statistical-yearbook-2001.html
  • Rothbart, M. K., & Jones, L. B. (1998). Temperament, self-regulation, and education. School Psychology Review, 27(4), 479-495.
  • Rousseau, C., Drapeau, A., & Corin, E. (1996). School performance and emotional problems in refugee children. American Journal of Orthopsychiatry, 66(2), 239-251.
  • Rubinstein-Avila, E. (2017) Immigration and education: What should k-12 teachers, school administrators, and staff know?,The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 90(1), 12-17, DOI: 10.1080/00098655.2016.1234817.
  • Samara, M., El Asam, A., Khadaroo, A., & Hammuda, S. (2020). Examining the psychological well‐being of refugee children and the role of friendship and bullying. British journal of educational psychology, 90(2), 301-329.
  • Schachner, M. K. (2017). From equality and inclusion to cultural pluralism–evolution and effects of cultural diversity perspectives in schools. European Journal of Developmental Psychology, 3(2), 1-17. DOI: 10.1080/17405629.2017.1326378.
  • Seker, B. D., & Sirkeci, I. (2015). Challenges for refugee children at school in Eastern Turkey. Economics & Sociology, 8(4), 122-133.
  • Seydi, A. R. (2014). Policies of Turkey regarding the solution of educational problems of Syrian refugees. SDU Faculty of Arts and Sciences Journal of Social Sciences, 31, 267-305.
  • Sirin, S. R., & Rogers-Sirin, L. (2015). The educational and mental health needs of Syrian refugee children. Migration Policy Institute.
  • Small, E., Kim, Y. K., Praetorius, R. T., & Mitschke, D. B. (2016). Mental health treatment for resettled refugees: A comparison of three approaches. Social Work in Mental Health, 14(4), 342-359.
  • Soylu, A., Kaysılı, A., & Sever, M. (2020). Refugee children and adaptation to school: An analysis through cultural responsivities of the teachers. Education and Science, 45(201), 313-334.
  • Szente, J., Hoot, J., & Taylor, D. (2006). Responding to the special needs of refugee children: Practical ideas for teachers. Early Childhood Education Journal, 34(1), 15-20.
  • Şahin, N. H. (2014). Stres ve stres yönetimi. Örgütsel davranış (2.Baskı). Beta.
  • Taylor, J. (2004). Refugees and social exclusion: What the literature says. Migration Action, 26(2), 16-31.
  • Thomas, R. L. (2016). The right to quality education for refugee children through social inclusion. Journal of Human Rights and Social Work, 1(4), 193-201.
  • Topaloğlu, H., & Özdemir, M. (2020). Problems the refugees face during access to education and their social inclusion expectations. Turkish Studies, 15(3), 2033-2059.
  • Tosun, A., Yorulmaz, A., Tekin, İ., & Yildiz, K. (2018). Problems and expectations of refugee students about education and religious education: Case of Eskişehir.Journal of Social Sciences, 19(1), 107-133.
  • UNHCR, (2019). Promoting integration of Syrian kids into the Turkish education system (PIKTES). Retrived from https://globalcompactrefugees.org/article/promoting-integration-syrian-kids-turkish-education-system-piktes
  • United Nations High Commissioner for Refugees, (2017). Figures at a glance. Retrived from http://www.unhcr.org/figures-at-a-glance.html
  • Wiese, E. B. P. (2010). Culture and migration: Psychological trauma in children andadolescents. raumatology, 16(4), 142-152.
  • Yayan, E. H., Düken, M. E., Özdemir, A. A., & Çelebioğlu, A. (2020). Mental health problems of Syrian refugee children: Post-traumatic stress, depression and anxiety. Journal of pediatric nursing, 51, 27-32.
  • Yaylacı, G. F., Serpil, H., & Polat, H. (2017). Refugee and asylum-seeker education from stakeholder perspectives: Eskişehir case.Mediterranean Journal of Educational Research, 22, 101-117.
  • Yıldırım, A. (1999). Key features of qualitative research methods and the importance in the education research. Education and Science, 23(112), 7-17.
  • Yıldırım, A., & Şimşek, H. (2005). Qualitative research methods in the social sciences. Seçkin.
  • Yurdakul, A., & Tok, T. N. (2018). Migrant/refugee student from the view of teachers. AMÜ Journal of Educational Sciences, 9(2), 46-58.
Toplam 74 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Servet Kardeş 0000-0002-4230-6628

Berrin Akman 0000-0001-5668-4382

Yayımlanma Tarihi 31 Ocak 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 1

Kaynak Göster

APA Kardeş, S., & Akman, B. (2022). Problems Encountered in The Education of Refugees in Turkey. International Journal of Psychology and Educational Studies, 9(1), 153-164.