Educating the displaced: inclusive education for Syrian Turkmens in Türkiye

Bektas F., HAZIR O., Amac Z., Ozcan M.

CAMBRIDGE JOURNAL OF EDUCATION, cilt.55, sa.5, ss.629-650, 2025 (SSCI, Scopus) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 55 Sayı: 5
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1080/0305764x.2025.2536059
  • Dergi Adı: CAMBRIDGE JOURNAL OF EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Periodicals Index Online, ATLA Religion Database, Communication & Mass Media Index, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, PAIS International, Psycinfo, Public Affairs Index
  • Sayfa Sayıları: ss.629-650
  • Anahtar Kelimeler: critical multiculturism, cultural identity, Inclusive education, Syrian Turkmen students
  • Atatürk Üniversitesi Adresli: Evet

Özet

Following the Syrian civil war, many of the Syrian Turkmen, due to ethnic, cultural and religious ties with T & uuml;rkiye, sought refuge in the country. With T & uuml;rkiye's inclusion model in 2016, Syrian refugees gained access to education and thus could integrate into the national system. This qualitative study investigated the educational xperiences of Syrian Turkmen students, a unique and understudied population. The snowball sampling methodology was employed in conducting semi-structured interviews with 26 Turkmen high school students, 18 parents and 22 Turkish educators. Three major themes were discovered through thematic analysis: policy, culture and practice, critiqued through a multicultural lens. Findings underline the identity crises and discrimination that have a strong negative impact on the academic success of Turkmen students. Though culturally similar, Syrian Turkmen students are underserved due to policies and materials ignoring their needs; targeted support and culturally responsive teaching can enhance achievement and foster integration.