Kültürel Hazinelerin Kilidini Açmak: Mülteci Çocuklarla Çalışan Okul Öncesi Öğretmenlerinin Kültürel Bilgi Birikimine İlişkin Görüşleri

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Altaş E. N., Mumcuoğlu A., Özgül Torun T., Demirci Ünal Z., Demircan H. Ö.

INTERNATIONAL JOURNAL OF MULTICULTURAL EDUCATION, cilt.26, sa.3, ss.28-57, 2024 (ESCI)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 26 Sayı: 3
  • Basım Tarihi: 2024
  • Doi Numarası: 10.18251/ijme.v26i3.4315
  • Dergi Adı: INTERNATIONAL JOURNAL OF MULTICULTURAL EDUCATION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, IBZ Online, EBSCO Education Source, ERIC (Education Resources Information Center)
  • Sayfa Sayıları: ss.28-57
  • TED Üniversitesi Adresli: Evet

Özet

cc of knowledge (FoK) is one of the most practical approaches used in multicultural classrooms, particularly in countries hosting numerous refugees. This phenomenological study examined the experiences of 21 preschool teachers working with refugee children regarding how they define FoK and the value of knowing FoK. Accordingly, teachers had comprehensive perspectives regarding FoK. They perceived FoK as valuable in developing bonds and overcoming prejudices. This study revealed the necessity of internalizing the asset approachfor inclusive early childhood settings. Policymakers worldwide should incorporate FoK into teacher training and early childhood education curricula. Increasing studies regarding FoK is strongly recommended.