Between Pedagogical Ideals and Classroom Realities: A Case Study on Active Citizenship Education in Türkiye's Multicultural Classrooms
European Journal of Education, cilt.61, sa.3, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 61 Sayı: 3
- Basım Tarihi: 2026
- Doi Numarası: 10.1111/ejed.70834
- Dergi Adı: European Journal of Education
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Periodicals Index Online, Agricultural & Environmental Science Database, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Public Affairs Index, MLA International Bibliography, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Sociology Source Ultimate (EBSCO)
- Anahtar Kelimeler: active citizenship, citizenship education, immigrant students, multicultural classrooms, social studies course
- Süleyman Demirel Üniversitesi Adresli: Evet
Özet
Active citizenship requires individuals not only to be aware of their rights and responsibilities but also to engage in social participation, think critically and adhere to democratic values. This qualitative case study explores social studies teachers' experiences of active citizenship education in multicultural classrooms in Türkiye. Data were collected through semi-structured interviews with 22 teachers and analysed using thematic analysis. The findings indicate that most teachers understood active citizenship in terms of knowledge, rules and responsibilities and implemented active citizenship education mainly through knowledge transmission, giving limited attention to attitudes, values and skills. Teachers' expectations of immigrant students similarly centred on compliance with rules and adaptation to the existing social order. Inclusive practices were constrained by large class sizes, limited time, language barriers and insufficient curricular and institutional support. Only a few teachers employed student-centred practices and only one reported incorporating immigrant students' cultural experiences into the learning process. The study highlights the need for more inclusive and participatory approaches to active citizenship education in multicultural classrooms.