Education In State Schools Research Articles

The Centrality of the Role of PAI Teachers in Multicultural Education Practices in Wonosobo Regency Public Schools

Indonesian society has various cultures, ethnicities, religions and different economic levels. Multicultural education and religious tolerance are very important amidst increasing religious intolerance in the educational environment. The role of PAI teachers is absolutely necessary to realize multicultural education in state schools. The research aims to reveal the centrality of the role of PAI teachers in the practice of multicultural education in Wonosobo Regency public schools. To achieve this goal, this research applies a qualitative approach to state schools in Wonosobo district. The findings of this research identify that PAI teachers have a central role in the practice of multicultural education within the scope of their school. These practices include: role modeling, habituation, and taking action against bullying and intolerant behavior at school. This research contributes to the promotion and practice of multicultural education in educational environments nationally and internationally. This study provides recommendations for a more in-depth investigation into how educators view and apply multicultural values in the scope of education to achieve a peaceful and harmonious life.

Discovering the Child? Individualization Processes of Catholic Religious Education in the Horizon of Secularization since 1900

At the beginning of the 20th century, early processes of secularization – especially in working-class families living in large cities – and inadequate teaching methods led to a crisis of Catholic religious education. Teachers and professors highlighted that it was becoming more and more difficult for reli­gious education to reach students and to ensure that they become devoted members of the Church. In this situation, a catechetical movement was established, which was mainly situated in Munich and Vienna, where teachers, catechists, and academics discussed reforms of the commonly used teaching methods in religious education. Conferences and the foundation of journals followed. It is at least from this point that the process of modernization in the field of religious education in the German-speaking context begins. This modernization gained traction after the Second Vatican Council and was also pro­moted by the phenomenon of secularization and pluralization after the 1960s. Against this background, the essay will address the following questions: What led to the modernization of religious education that began around 1900? What role was played by the new openness of catechists and theologians for edu­cation science and the (religious) pluralization of society? To answer this question, the article will focus on developments between 1900 and the 1920s, during the 1970s, and the more or less topical discus­sion about the concept of ‘theology of children’ since the late 1990s. This study will also ask whether this development can be described as the discovery of the child in theology and religious education. Finally, this paper asks what consequences this development has for a denominational religious education in state schools today and in the future.

From TENOR to TEIC: The English Teacher’s Final “Say-So” in Reformulating Education Policies

In Greece, the English language classroom in State school education is often identified as a Teaching English for No Obvious Reasons (TENOR) situation because the non-official status of the English language, in conjunction with the lack of exam-oriented motivation, disallows the possibility of a widely recognized proof of language ability. On top of that, the English teacher receives conflicting signals from the ongoing processes of transforming the national curriculum and is faced with the constant challenge of providing motivation. This paper launches the adoption of new methodological approaches for paralleling the establishment of effective oversight mechanisms regarding educational policy. To this end, the English language teacher at a Greek General Lyceum, based on the results of the Needs Analysis (NA) survey she conducted at the beginning of the school year, took on the challenge of acting as a mediator of change. More specifically, using her training in the New Curricula organized by the Greek Institute of Educational Policy (IEP), she explored how the “knowledge processes” of the proposed Learning-by-Design framework can benefit the cultivation of an intercultural mindset in students. In assuming the role of “knowledge creator” and “knowledge purveyor,” the English teacher has created implications for Teaching English for Intercultural Communication (TEIC) as an alternative to TENOR.

The Practicum and its Effects on the Development of Korean Pre-service English Teachers’ Perceptions of Teaching Speaking

There has been a gradual change in Korean English curricula and education systems over recent decades to enhance the ability to communicate in English confidently in an increasingly globalized society. The Korean government has been initiating new policies in English curricula to improve the quality of English education in state schools; accordingly, English teacher education has also been intensified, with more attention to teaching speaking. Therefore, there is a need to investigate the impact of teacher preparation on classroom practice through empirical research considering Korean educational contexts. This study explores pre-service English teachers’ learning through initial teaching practice in the area of teaching speaking in Korea, which has seen major policy changes in recent years but has had limited empirical investigation. Two pre-service English teachers’ perceptions and practices of teaching speaking are examined, from the perspectives of influences on, and changes in their cognition. Data include classroom observations, semi-structured interviews in sequence, documents, and qualitative questionnaires. The overall findings show limited impact of the practicum on their cognition development, and incongruence between their cognitions and practices of teaching speaking due to the gap between theory and practice. Implications for improvements are discussed, as well as suggestions for further study.

Professional education in state schools in Brazil, North and Amapá, between 2012 and 2022: a brief review

Brazilian state governments are responsible for providing secondary public education, both formal and EPT. The federal government, however, is the main regulator of public policies in education, through the Ministry of Education and Culture (MEC)[6]. The objective was to carry out a bibliographic review on professional education in state schools in Brazil, in the North and in Amapá, between 2012 and 2022. It was carried out in research databases such as Google Scholar, Periodicals CAPES, Mendeley – Reference Management Software, and Scientific Electronic Library Online – SciELO, between 2012 and 2022. Using the selected descriptors, 52,854 scientific documents were found, of which 11 met the requirements and are part of this review. The Federal Government invested in the expansion and expansion of the EPT and most Brazilian states requested this technical and financial assistance. Efficient supervision of financial resources transferred to states is almost non-existent. This implies discontinuing actions aimed at strengthening, expanding and expanding EPT in the states and updating data by the State Departments of Education in the National Information System for Professional and Technological Education (SISTEC). EPT goes beyond education for marketing purposes. In the state network it needs to be public, polytechnic and of quality. It is necessary to have and carry out more studies and surveys in order to have a greater number of consolidated data about it, and thus increase the understanding of what EPT is like in state education networks in the country.

Arsimi fetar te shqiptarët në shkollat shtetërore të Maqedonisë

The best way to enhance its conscience for a society is through proper education. Education can be achieved in different ways, however most effective and successful it can be accomplished when being done systematically for instance at schools, universities, institutes etc. Thorough education must include all educative components such as: intellectual, spiritual, moral, civil, physic and esthetic education. Looking at state school curriculums we can easily understand that the fulfillment of all those components leaves a lot to desire. That makes the inclusion of religious education in school curriculums a necessity. The political system of Republic of Macedonia underwent changes in 2010/2011. These changes came after countless applications made by Islamic Community addressed to the Ministry of Education. At that time, “Religious teaching” was incorporated within education curriculums at the state schools as a free choice for pupils. Constitution Court however reversed its decision and the following year this subject was named “Religious Ethics”. The application of religious subject inclusion at school curriculums was based on many surveys with pupils, parents and teachers. These surveys continued years after this subject first became part of school curriculums in order to see its impact and its necessity. Results were staggering in terms of importance of this subject on broader education of pupils. Nevertheless, this subject faces challenges of different nature. Most important of all is the hurdles of incorporating this subject forward by different political and laic circles alike. Another concern is pedagogical and didactic-methodical preparations of teachers who will lecture this subject as well as preparation of text books according to contemporary standards adapter to psycho- physical abilities of pupils. Incorporation of religious education in state schools continues to be an important priority for all Islamic Communities and different institutions throughout Albanian community on Balkan Peninsula.

Religious Education Policy in Public Schools During the New Order

The new order government policy about religious education in state schools gradually led to an accommodative policy. If the old order government made religious education a facultative subject, then at the beginning of the new order the government strengthened the position of religious education by removing facultative provisions, even though they were not obligatory. Until finally, through Law number 2 (1989), the government required religious education to be taught in all channels, types, and levels of education. And the right of every student to get religious lessons by their religion and is taught by religious educators. This research includes historical research and policy studies, because it relies on past data, whose steps consist of four main activities, namely heuristics, verification, interpretation, and historiography. This accommodative policy is influenced by several factors, including; the government’s determination to implement Pancasila purely and consistently after it was diverted in the old order era; the weakening of the government’s power at that time so that it required the political support of muslims as the majority population; There is an intellectual transformation of muslim thinkers and political activists towards harmonious and complementary political relations between Islam and the state so that Islamic ideas are more easily accepted; and muslims experience a process of rapid social, educational, economic and political mobilization and so that more and more people are involved in government and can influence policies in a pro-muslim direction.

THE QUEST FOR QUALITY IN SCHOOL EDUCATION: A FIELD EXPLORATION IN THE VICINITIES OF BASTAR, CHHATTISGARH

There is a growing concern among the academicians, teachers, parents about the lack of access, participation, underachievement of learners in schools. This situation is bleaker in the case of the learners of tribal dominant areas who still lack the opportunity for quality school education. A pilot study for a case study of the Bastar region of Chhattisgarh state was planned with an objective of developing a comprehensive understanding of the attitudes and aspirations of the learners, the parents and the envisioned role of the teachers towards schooling. The study was conducted in two blocs of Jagdalpur district in Bastar region of Chhattisgarh. A random purposive sampling was used for collecting the data. It included ten students each from 6th to 8th class of Residential and Non-Residential schools. Observations, Group discussion, Semi-Structured, open ended interviews were used as the tool for data collection, distinctively, with all the stakeholders of the schooling system i.e. the students, the parents, the teachers, and the personnels of state school education. The enquiry was purely exploratory in nature, unfolded series of issues and challenges confronting the quality of school education system as a whole. It pointed towards the need for better prepared teachers capable of serving in tribal dominant areas, a more engaging experiences for the learners, concerned eagerness among the parents to send their children to school and thereby an intervention for quality school education.

Division or partition? The secularisation of institutional control in the English and French school systems

ABSTRACT In the course of the institutionalisation of modern school systems, the originally confessional schooling sector was largely transformed into a system regulated by public law, a process which is interpreted as secularisation. In a historical-comparative analysis, the secularisation paths of the classical educational nations England and France are retraced to identify their causal and path-dependent determinants. While the educational secularisation in France made the Catholic Church and its schools move into private education, in England the Anglican Church and other Christian denominations continue to be involved in the public school system through both religious education in state schools and their own private schools. It is argued that the various configurations of the nation-state context that developed between the sixteenth and eighteenth centuries, along with the changing relationship between state and church in the nineteenth century, can explain the course of secularisation.

PERCEPTION INDEX OF ENVIRONMENTAL EDUCATION IN FUNDAMENTAL EDUCATION SCHOOLS IN A CITY ON THE BRAZIL / BOLIVIA FRONTIER

Objective: to analyze the Environmental Education Perception Index in the light of national curricular parameters (PCN’s) within the scope of elementary education in state schools in the city of Guajará-Mirim, Rondônia, on the Brazil / Bolivia border. Method: for this study, factor analysis was used as a mechanism for building performance indices for each parameter studied. The Statistical Package for the Social Sciences - SPSS [30] tool was used to determine the proposed indexes that followed the scale advocated by Hair et al [21]. Results: the results presented by the teachers of the 4 schools correspond to the perception index considered “good” with an average index of 0.699. The average perception index of school technicians and managers was 0.591, considered a “regular” index. The students had an average performance of 0.537, considered a “regular” performance index. The general IPEA among all schools surveyed was considered “regular” with a performance index of 0.597. Conclusion: the fact that Guajará-Mirim has 92% of its territory occupied by Conservation Units and Indigenous Lands and a strong environmental policy does not correspond to the level of abstraction applied by formal Environmental Education. Environmental Education given in Guajará-Mirim elementary schools imposes considerable risks on the environmental conscience of future generations, as it presents certain deficiencies in fulfilling its institutional role as a social transformer, configuring itself as a limiter of sustainable development and awareness environmental.

Investment in children, social security, and intragenerational risk sharing

We analyze the role of pay-as-you-go social security in intragenerational risk sharing in an overlapping-generations model with individual heterogeneity. Parents invest in their children’s education in state schools in exchange for old-age financial support. Due to random factors such as luck in the job market, children may have different earning capacities despite that they receive the same education. Without social security, a parent gets a transfer payment from her own child, so the received amount is uncertain as it depends on the child’s earnings. The social security scheme, which essentially serves to pool transfer contributions from all children and then redistribute them equally to each parent, insures parents against the risk of educational investments. Our model shows that social security stimulates educational spending, enhances labor earnings, and increases ex ante individual utility. However, it may worsen ex post intragenerational inequality of lifetime income.

Modelo de regressão logística aplicado na classificação do desempenho de alunos do 5º ano do ensino fundamental de escolas estaduais do Espírito Santo no Saeb

This technological paper identifies the educational indicators that best differentiate school performance obtained by students from the 5 th grade of primary education in state schools of Espírito Santo in the Math test and Portuguese Language test in the Saeb 2017 through logistic regression. The sample consisted of 364 schools of the public education network of Espírito Santo (Brazil), classified as the best performance and worst performance. The results showed that the Socioeconomic level of students, the Index of teacher regularity and the Indicator of school management complexity formed an optimal set of variables to discriminate the performance of schools in the Portuguese Language test. This same set of variables, and the variable Students per class, proved to be more relevant to evaluate the performance of schools in the Math test. These results can contribute to educational public policy decisions, reorganizing their investments based on priority educational indicators. The findings reinforce the importance of the school environment in school performance.

Making restrictive schooling policies for rural migrants: discourse, power, and policy cycle in the Chinese context

ABSTRACT In China, the government had created a policy-friendly educational setting for rural migrant children for a long period after 2001. Yet in 2013, in some metropolitan areas such as Beijing and Shanghai, the schooling policy retuned to more demanding criteria, bringing hardships to many migrant families. This paper examines the power relations underlying the formation of the post-2013 restrictive policy. Utilizing Foucauldian theoretical resources, it develops the work of Bowe, Ball and Gold on policy cycle and produces an updated analytical framework. The findings show that the discursive formation permeating the four coexisting and permeable contexts of the policy trajectory legitimizes the following statements: recruiting migrant children leads to declining educational quality; state school education is a restricted type of social welfare open only to the “contributors to the city”; and standardization is necessary for school enrolment practice. The power relations lie beneath the discursive practices are the exam-orientated education discourse and the disciplinary power of the privileged over the dominated, which objectivize migrants as “outsiders” and a risk to educational quality. This paper demonstrates the analytical capacity of Foucauldian theoretical resources for policy analysis in the Chinese context.

Suriyeli Mülteci Ergenlerin Yaşadıkları Gelişimsel Sorunların Bazı Demografik Değişkenler Açısından İncelenmesi

This study aims to reveal the developmental problems that Syrian adolescent refugees have experienced under the light of student views that have their education in state schools of the Ministry of National Education. This study is quantitative research in which the survey model was used. The sample of the search comprised of 338 Syrian adolescent refugee students. For data collection tool, socio-demographic data form prepared by the researchers and Developmental Problem Areas Scale (DPAS) was used. The data were analyzed by ANOVA, t-test, LSD, multiple regression analysis test. Exam anxiety, expressing anger, and academic failure were the most significant findings coming near the top that the Syrian adolescent refugees experienced. According the results of the study, the ratio of developmental problems that the adolescents experience was more frequent among girls. Also adolescents who work and have experienced camping life, experience developmental problems more than other adolescents. When the developmental problem areas were analyzed as a whole, it was found that the worse the financial status of the Syrian adolescent refugees is, the more problems they experience.

In the Wake of the Mongols: The Making of a New Social Order in North China, 1200–1600 by Jinping Wang

Reviewed by: In the Wake of the Mongols: The Making of a New Social Order in North China, 1200–1600 by Jinping Wang Mark Halperin Jinping Wang, In the Wake of the Mongols: The Making of a New Social Order in North China, 1200–1600. Cambridge, MA: Harvard University Asia Center, 2018. xxii, 336 pp. US $49.95 (hb). ISBN 978-0-676-498715-9 This book addresses a major historical question, how did the Mongol conquest change Chinese local society? A few essays in the important conference volume, The Song-Yuan-Ming Transition in Chinese History took up this issue, but they focused on south China. There, the foreign occupation left few lasting traces, as Confucian elites, lineage organizations, and well-developed commercial networks eventually proved decisive, be it in Jiangnan, Jiangxi, Fujian, Huizhou, or the Pearl River Delta.1 In the Wake of the Mongols turns our attention northward, specifically to what is present-day Shanxi, and reveals a very different landscape. First, the work reminds us of the unprecedented social, as well as physical, destruction wrought by the thirteenth-century invasion. Second, the book illustrates how Yuan rule departed from Han Chinese political practices, adopted decentralized approaches, favored hereditary succession, and "thus brought back a style of government based on aristocracy" (p. 9). Third, we see how the Buddhist and Daoist churches, granted extensive state patronage in various ways, played major roles in the reconstruction of Shanxi's social fabric and remained crucial players in the region's religious and economic life well into the Ming dynasty. Scholars have "known" aspects of this history, but none have demonstrated with such insight, clarity, and detail as Jinping Wang what this society looked like on the ground. The first chapter, focusing on the literatus Yuan Haowen 元好問 (1190–1257), draws from Yuan's poetry, inscriptions, occasional pieces, and anecdotes to portray the Jin dynasty's "degree-holder society." Far more northern Chinese took the civil service examinations in the late twelfth century than in the late Northern Song, we learn, making the reigns of Jin Shizong 金世宗 (r. 1161–89) and Zhangzong 章宗 (1190–1208) a "golden age for [Han] Chinese literati" (p. 35). These men, for the most part, received at least some of their education in state schools. That said, however, Wang notes that military agencies held sway over their civilian counterparts, Jurchens laid claim to the state's upper ranks, and so successful Han candidates, with few exceptions, served only in local positions. This ambiguous situation turned much worse with the 1213/14 Mongol devastation of north China, which forced Yuan and his family to flee south of the Yellow [End Page 241] River. Yuan eventually passed the jinshi examinations in 1221, but his political career in the Jin's few remaining years was short, futile, and controversial, marred by his stele inscription for the ignominious Jin general Cui Li 崔立 (?–1234). In this sorry state of affairs, Yuan "found himself watching a local society also on the verge of collapse yet [was] unable to do anything about it" (p. 59). At the same time, Wang notes the lesserknown but telling biographies of the brothers Zhou Xianchen 周獻臣 (1188–1262) and Zhou Ding 周鼎 (1182–1218), associates of Yuan Haowen, whose lives illustrate the perils (and opportunities) brought on by armed conflict. The latter perished in combat, while the former surrendered to the Mongols, became an official, and eventually gained his family elite Hereditary Vassal (shizu 世族) status. The fates of the Zhous and Yuan underscore Wang's point that the final Jin collapse saw "the nearly complete extinction of the literati class" (p. 62). Chapter 2 details how the Quanzhen 全真 (Perfect Realization) Daoist order helped rebuild post-1234 Shanxi society. Chingghis Khan exempted Quanzhen from state taxes and corvée duties, and granted the order control over North China's religious life. Graced with such protection, Quanzhen, with its systematic, nationwide organization, built scores of temples, congregations, and schools, and conducted a massive Daoist canon compilation project. Quanzhen also developed a sizable economic presence, accumulating land and operating mills and shops. These enterprises, all told, enabled the surviving would-be Confucian scholar-officials to maintain their elite legal (and social...

Muslimische Bildungs- und Erziehungsvorstellungen – Die Erwartungen von muslimischen Eltern und islamischen Religionslehrkräften an den islamischen Religionsunterricht in Niedersachsen und Nordrhein-Westfalen

It is the aim of this article to provide insight into the intentions, interests and hopes maintained by Muslim parents and teachers of Islamic Education regarding the school subject of Islamic Education. Adopting an inner-Islamic perspective throughout, educational conceptions are explored from a religious-pedagogical, Islamic-theological and empirical point of view. In this regard, the findings of a study conducted among 370 Muslim parents and 81 teachers of Islamic Education are presented and assessed regarding the expectations of both target groups for Islamic Education in state schools in Lower Saxony and North Rhine-Westphalia.

A CURRICULUM PROPOSAL FOR THE SCHOOL SUBJECT, RELIGIOUS STUDIES

Religious Education in schools in South Africa is on the threshold of new development. The mono-religious approach and curricula of Religious Education in state schools may change to multi-religious approach in order to accommodate the different religions in school communities. Religious education is in dire need of a relevant core curriculum. A curriculum with responsible guidelines to accommodate different components and role players is proposed. The ‘Three-Fact Curriculum Model’ used guidelines from the Stellenbosch-project 1993/1994 to recast the suggested theory into a particular model.

Unimportance Attached to Religious Education in State Schools in England and its Reasons According to Stakeholders

Bu makale İngiltere devlet okullarında zorunlu olarak okutulan din eğitimi dersine gösterilen önemi ve bunun sebeplerini paydaşların görüşleri üzerinden incelemektedir. İngiltere din eğitimi politikaları ve İngiltere’de geliştirilen ve uygulanan din eğitimi yaklaşımları zaman zaman Türkiye dahil birçok ülkeye örnek olarak sunulmaktadır. Ancak, İngiltere'de bu politikaların ve yaklaşımların uygulanması sonucu din eğitimine gösterilen önem ve tutum konusu Türkiye'de yapılan çalışmalarda çok fazla incelenmemiştir. Bu konunun incelenmesi için İngiltere’de din eğitimi paydaşları ile mülakatlar yapılmış ve konu ile ilgili İngiltere'de yapılan çalışmalar incelenmiştir. Paydaşlarla yapılan mülakatlar ve konuyla ilgili çalışmalar ortaya koymaktadır ki İngiltere'de din eğitimi önem verilmeyen bir ders durumundadır. Hatta normal şartlarda din eğitimini önemseyenler bile, uygulanan din eğitimi yaklaşımları ve politikaları yüzünden devlet okullarındaki din eğitimine karşı mesafeli durmaktadır. Bunun ise çeşitli sebepleri bulunmaktadır. Dersin kötü işlenmesi, amaçlarının net olmaması gibi iç sebepler; devletin izlediği din eğitimi politikalarının dışlayıcı olarak görülmesi ve dersin "din" eğitiminden uzaklaşması gibi problemler bu sonucu ortaya çıkarmış gözükmektedir. Yine bunun yanında, genel eğitim politikaları nedeniyle derse yeterince destek verilmemesi ve son olarak sekülerleşme ve maddileşme gibi sebepler de bu sonuca katkı sağlamış gözükmektedir. Sonuç olarak şu söylenebilir ki, İngiltere'deki din eğitimi politika ve yaklaşımlarının daha iyi anlaşılması için bu sonuçların dikkate alınması gerekmektedir.

GÊNERO E SEXUALIDADE EM PESQUISAS E NA FORMAÇÃO CONTINUADA

Temas relacionados ao gênero e sexualidade têm sido cada vez mais recorrentes no cotidiano escolar. No entanto, questiona-se: estariam as professoras e professores preparados para lidar com essas questões à medida que estão sendo cada vez mais comuns na escola e na sociedade? Compreendendo a complexidade em torno de tais temáticas, o Grupo de Estudos e Pesquisas sobre Gênero e Sexualidade nas Práticas Educativas (Gesepe), da Universidade Federal do Maranhão (UFMA), vem desenvolvendo projetos de pesquisas e intervenções, com oferta de cursos de formação continuada para docentes do estado do Maranhão, com destaque para as discussões de alternativas teóricas e metodológicas que tratem das relações de gênero e questões da sexualidade no cotidiano escolar da educação básica. Dentre as ações desenvolvidas pelo Gesepe e objetivos das pesquisas, destacam-se: analisar as bases conceituais dos estudos de gênero e da sexualidade; compreender os processos de construção das relações de gênero e da sexualidade na educação escolar; refletir e intervir com ações voltadas à educação sexual em escolas de São Luís, em diferentes municípios do Maranhão, como forma de buscar alternativas para a desconstrução de mitos, tabus, preconceitos e discriminações sobre questões de gênero e da sexualidade. Como instrumentos de coleta de dados, inicialmente, são aplicados questionários a profissionais da educação do Maranhão, cujo objetivo é selecionar os participantes da pesquisa e da ação formativa do projeto. Articulado ao ensino e à pesquisa, como proposta de intervenção, é oferecido o curso de extensão Gênero e Sexualidade na Escola (GSE), na modalidade semipresencial. Para a efetivação do curso, são escritos textos teóricos e didáticos pela equipe executora do projeto, membros do Gesepe. Esses textos são estudados e discutidos durante as atividades do curso, momento em que se realizam observação participante, oficinas e minicursos, tanto para professores e professoras da educação básica, sujeitos da pesquisa intervenção, quanto para alunos e alunas da educação infantil, ensino fundamental e ensino médio. Como resultados parciais de uma das pesquisas e ação formativa que aconteceu de janeiro de 2017 a dezembro de 2018, constatou-se a ampliação de espaços de discussão sobre as questões de gênero e sexualidade na educação escolar do estado do Maranhão.

English

In Turkey, education in state schools can be delivered in foreign languages such as German, French and English. However, mother tongue education cannot be provided in the languages of minorities or local groups other than those officially accepted as minorities (that is, according to the Treaty of Lausanne). In this regard, the primary aim of this study was to reveal the views of postgraduate students (Masters (MA)/PhD) studying at a graduate school of educational sciences on mother tongue education and the applicability of mother tongue education in Turkey. The study was conducted with a total of 46 students, 28 MA and 18 PhD students. The data were gathered through semi-structured open-ended questions in November 2017. According to the findings, most of the participants viewed mother tongue education as one of the basic human rights. Moreover, while some of the participants thought that the country was not yet ready to provide education to non-official minorities or local communities in their mother tongues, some objected to mother tongue education with the concern that it would cause division within the country. Key words: Education, minorities, mother tongue, right to education, human rights.