Social Studies Lesson in Türkiye As A Means of Citizenship Transfer: A Perspective from The Critical Citizenship Education Approach

Abstract

In this study, it was aimed to examine and evaluate the Social Studies Curriculum, which was announced by the Board of Education in 2018 and since then has been implemented. The curriculum was examined according to the critical citizenship approach, which is one of the citizenship approaches, taking into account the grade levels. This study was carried out using a case study design which is appropriate to a qualitative research methodology. Document analysis was used in accordance with the research design and objectives. According to some important findings obtained in the study, it has been observed that the program emphasizes the sense of identity as much as possible while neglecting content aimed at allowing individuals to freely express themselves. The program is shaped around a centralized identity understanding focused on culture, state, and society. The skills of active participation are addressed only in the context of maintaining the existing order and solidarity. The importance of democratic social movements and organized struggle, how they are or can be utilized, the inequalities that exist or may exist in society, and how these issues can be resolved; as well as concrete examples and practice-based information on how the dominant discourse is or can be effective in any area of political or social life, are not included. In general, it has been revealed that social studies education in Turkey, which aims to cultivate effective and responsible citizens, is not approached from a critical citizenship perspective and its content does not align with this approach.