Abstract
This study aims to determine trends in research on multicultural education in Turkish and Eric databases, to compare and to discuss them. Within the scope of the study, research on multicultural education in the International Education Resources Information Center (ERIC) and ULAKBİM TR Index (Turkey National Academic Network and Information Center) databases were included. In the study, 308 articles reached in ERIC database and 60 articles in ULAKBİM database were analyzed using content analysis. As a result of the analysis, it was determined that there has been an increase in multicultural education publications in ULAKBİM TR Index since 2015 and a decrease in the ERIC database. In Turkey, it is seen that there is a tendency to determine attitudes, perceptions and opinions towards multicultural education with larger sample groups; nevertheless, there is a tendency to multicultural education practices and experiences with smaller groups in the ERIC database.
Highlights
Multiculturality points to the existence of cultural groups that differ in the social structure
This study aims to determine trends in research on multicultural education in Turkish and Eric databases, to compare and to discuss them
This study aims to determine the trends by comparing multicultural education research in ERIC (Education Resources Information Center) and Turkish ULAKBİM
Summary
Multiculturality points to the existence of cultural groups that differ in the social structure. Despite the multicultural social structure that exists in Turkey, the founding philosophy of the Republic is based on the creation of a homogenous society in which different cultural structures are expressed with a single identity in line with the nation-state understanding (Arslan, 2016; Kaya, 2005; Kaya & Aydın, 2014) In this context, the construction of a homogenous society on the basis of “Turkishness” rather than a multicultural foundation constituted the basis of educational policies (Çapar, 2004; Öztan, 2011; Üstel, 2014). Look for answer the following research questions: RQ1: What is the distribution of the studies in the field of multicultural education between the years 2014-2018? RQ2: What is the distribution of the studies in the field of multicultural education between the years 2014-2018 according to research methods? RQ3: What is the distribution of the studies in the field of multicultural education between the years 2014-2018 according to data collection tools and data analysis methods? RQ4: What is the distribution of the studies in the field of multicultural education between the years 2014-2018 according to sampling method, sampling size and sampling level? RQ5: What is the distribution of the studies in the field of multicultural education between the years 2014-2018 according to research topics?
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