EARLI 2023, Thessaloniki, Greece, 21 - 26 August 2023, pp.450
This study aims to analyse the citizenship education curriculum of Turkiye through a whole-school approach in the context of differences and diversity utilizing a
multi-layered critical inquiry. The 4th-grade Human Rights, Civics, and Democracy curriculum (HRCD), including the content analysis of other 4th-grade
courses, were analysed. In addition, the lived experiences and opinions of school members were obtained through semi-structured interviews and in-class and
in-school observations. Interviews were conducted with 4th-grade teachers (n=16), school managers (n=10), and counsellors (n=10), and observations were
realized in the interviewed teachers’ classrooms (n=7) from a selection of six schools located in multicultural neighbourhoods of a Southern city in Turkiye.
Findings illuminated the dominance of nationalist, authoritarian, and statist perspectives to citizenship which blocks the paths to create a democratic classroom
environment where all students feel accepted regardless of their identity. However, adopting a whole-school approach and going into schools and classrooms
provided a ground to see the counter-discourses, eventually used to enlarge the curriculum research in the context of citizenship education.