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Turkey and Islam Drawings by Second-Generation Turkish Children in Nottingham

Yıl 2022, Cilt: 26 Sayı: 3, 1253 - 1277, 15.12.2022

Fatma Kurttekin

https://doi.org/10.18505/cuid.1154777

Öz

In this study, it is examined how children between the ages of 6 and 11, living in Nottingham, England, understand the facts of religion and homeland through Turkey and Islam in their drawings. Art-based research method and semiotic method were used in the research. In drawings, the values, symbols, and concepts that children link with Turkey and Islam and the effect of the Turkish Language and Turkish Culture (TLTC) textbooks presented in the Turkish weekend school on this link were analyzed. 14 girl and 16 boy students participated in the study. The first of the drawings was obtained in 2017 within the scope of the researcher's doctoral study, the second one was obtained in 2021. The drawings of 8 children in 2017 and 18 children in 2021 were evaluated. In the end of the research, iIt was observed that by the age the number of the signs and symbols and clarity of the drawings increased. However, there was a differentiation in the signs, symbols, and intensities reflected in the drawings based on year, gender, and age. Yet it was pointed out that Turkey was mostly associated with the flag, and Islam with mosque. The images and embedded videos used in the textbooks may have played a role in emphasizing on these elements. It was determined that the themes reflected in the drawings show parallelism with the subjects in the TLTC program and textbooks. In particular, the content on the themes of the Gateway to the past, Let's go see it, Holidays and Celebrations contribute to the strengthening of the connection with the elements of cultural and religious identity, which are also seen in the pictures.Despite of positive emotions related to Turkey and Islam, negative emotions such as fear and separation were brought up in the drawings of the boys. This situation may be a result of the developmental characteristics of 6–11-year-old boys, as well as the stimuli exposed at the time of drawings and themes such as Gateway to the past focusing on history may have shaped the children's perception.

Anahtar Kelimeler

Religious education Children's drawings Turkey Islam Turkish weekend school

Kaynakça

  • Aboud, Frances E. - Amato, Maria. ‘Developmental and Socialization Influences on Intergroup Bias’. Blackwell Handbook of Social Psychology: Intergroup Processes 4 (2001).
  • Arıcı, B. - Kırkkılıç, H. A. ‘Yurt Dışında Görev Yapan Türkçe ve Türk Kültürü Öğretmenlerinin Türkçe ve Türk Kültürü Derslerine Ilişkin Görüşleri’. Akademik Sosyal Araştırmalar Dergisi 5/41 (2017), 480–500. https://doi.org/10.16992/ASOS.12043
  • Bösel, Martina. Religiöse und Kulturelle Probleme von Muslimen in Deutschland: Möglichkeiten Und Irrwege Einer Uneingeschränkten Integration. Diplomica Verlag, 2012.
  • Brown, Eleese V. ‘Developmental Characteristics of Figure Drawings Made by Boys and Girls Ages Five through Eleven’. Perceptual and Motor Skills 70/1 (1990), 279–288.
  • Buyurgan, S. - Buyurgan, U. Sanat Eğitimi ve Öğretimi. Ankara: Pegem Akademi Yayınları, 3rd Ed., 2012.
  • Carrington, Bruce - Short, Geoffrey. ‘Who Counts; Who Cares? Scottish Children’s Notions of National Identity’. Educational Studies 22/2 (1996), 203–224.
  • Çelik, Nilgün. ‘Yurt Dışındaki Türk Çocuklarina Türkçe Öğretiminde Kullanılan Ders Kitaplari Üzerine Bir Değerlendirme ’. Uluslararası Türkoloji Araştırmaları ve İncelemeleri Dergisi 2/1 (2017), 21–33.
  • Connolly, Paul et al. ‘Too Young to Notice? The Cultural and Political Awareness of 3-6 Year Olds in Northern Ireland.’ http://arrts.gtcni.org.uk/gtcni/handle/2428/5586
  • Cox, Maureen V. et al. ‘Children’s Human Figure Drawings in the UK and Japan: The Effects of Age, Sex and Culture’. British Journal of Developmental Psychology 19/2 (2001), 275–292.
  • Creswell, John W. - Poth, Cheryl N. Qualitative Inquiry and Research Design: Choosing among Five Approaches. Sage publications, 2016.
  • Ekmekçi, Vedat - Karadüz, Adnan. ‘Yurt Dışında Yaşayan İki Dilli Çocuklar İçin Hazirlanan Türkçe ve Türk Kültürü Dersi Kitabına Eleştirel Bir Bakış’. Electronic Turkish Studies 10/15 (2015), 361–378. http://dx.doi.org/10.7827/TurkishStudies.8976
  • Erişti, Suzan Duygu Bedir. ‘The Perceptions of Turkish Students Living in Different Cultural Environments about Turkish Culture in Their Pictorial Representation’. Australian Art Education 34/2 (2011), 26–58.
  • Frixione, Marcello. ‘Art, the Brain, and Family Resemblances: Some Considerations on Neuroaesthetics’. Philosophical Psychology 24/5 (2011), 699–715.
  • Fury, Gail et al. ‘Children’s Representations of Attachment Relationships in Family Drawings’. Child Development 68/6 (1997), 1154–1164.
  • Gardiner, Harry W. ‘Human Figure Drawings as Indicators of Value Development among Thai Children’. Journal of Cross-Cultural Psychology 5/1 (1974), 124–130.
  • Gernhardt, Ariane et al. ‘Self-and Family-Conceptions of Turkish Migrant, Native German, and Native Turkish Children: A Comparison of Children’s Drawings’. International Journal of Intercultural Relations 40 (2014), 154–166.
  • Goldman, Ronald. Religious Thinking from Childhood to Adolescence. Routledge, 2022.
  • Güleç, Yasemin. ‘Depictions of God in the Drawings of German-Muslim Children’. Journal of Religion in Europe 14/1–2 (2021a), 106–132. https://doi.org/10.1163/18748929-20211501
  • Güleç, Yasemin. ‘Muslim and Christian Peer Images in Turkish-German Muslim Children’s Human Figure Drawings’. Turkish Online Journal of Qualitative Inquiry 12/2 (2021b), 133–172. https://doi.org/10.17569/tojqi.754028
  • Güleç, Yasemin. ‘Perception of Peace in Children’s Drawings and Interviews’. Bartın University Journal of Faculty of Education 10/2 (2021d), 390–411. https://doi.org/10.1016/buefad. 816071
  • Güleç, Yasemin. ‘The Concept of Heaven in Drawings by French Muslim Children’. Pastoral Psychology 70/5 (2021c), 507–524. https://doi.org/10.1007/s11089-021-00958-1
  • Harms, Ernest. ‘The Development of Religious Experience in Children’. American Journal of Sociology 50/2 (1944), 112–122.
  • Harris, Ian. ‘Peace Education: Definition, Approaches, and Future Directions’. Peace, Literature and Art 1 (2009), 77–96.
  • Harrison, Linda J. et al. ‘Children’s Drawings Provide a New Perspective on Teacher–Child Relationship Quality and School Adjustment’. Early Childhood Research Quarterly 22/1 (2007), 55–71.
  • Heystek, Jan - Lumby, Jacky. ‘Identity and Diversity: A Case Study of Leaders in a South African Primary School’. Education as Change 15/2 (2011), 331–343. https://doi.org/10.1080/16823206.2011.619995
  • Huss, Ephrat - Cwikel, Julie. ‘Researching Creations: Applying Arts-Based Research to Bedouin Women’s Drawings Ephrat Huss and Julie Cwikel’. International Journal of Qualitative Methods 4/4 (2005), 44–62. https://doi.org/10.1177/160940690500400404
  • Ives, S. William. ‘The Development of Expressivity in Drawing’. British Journal of Educational Psychology 54/2 (1984), 152–159.
  • Johnson, David W. - Johnson, Roger T. ‘Essential Components of Peace Education’. Theory into Practice 44/4 (2005), 280–292. https://doi.org/10.1207/s15430421tip4404_2
  • Karaman, Yıldız - Köksal Akyol, Ayşe. ‘Okul Öncesi Eğitim Kurumlarına Devam Eden Çocukların Yaptıkları Resimlerde Oyuncak Çizimlerinin İncelenmesi’. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 20/3 (2011), 277–296.
  • Kay, William K. - Ray, Liz. ‘Concepts of God: The Salience of Gender and Age’. Journal of Empirical Theology 17/2 (2004), 238–251.
  • Kellogg, Rhoda. Analyzing Children’s Art. McGraw-Hill Humanities, Social Sciences & World Languages, 1969.
  • Kırışoğlu, O. T. - Stokrocki, Mary. ‘İlköğretim Sanat Eğitimi ’. YÖK/Dünya Bankası Milli Eğitimi.
  • Klepsch, Marvin - Logie, Laura. Children Draw and Tell: An Introduction to the Projective Uses of Children’s Human Figure Drawing. Routledge, 2014.
  • Kohlberg, Lawrence - Kramer, Richard. ‘Continuities and Discontinuities in Childhood and Adult Moral Development’. Human Development 12/2 (1969), 93–120.
  • Kurttekin, Fatma. Religious Education of Children in Mixed Marriage Families: The British Case. Çizgi Kitabevi, 2020.
  • Ladd, Kevin L. et al. ‘Children’s God Concepts: Influences of Denomination, Age, and Gender’. The International Journal for the Psychology of Religion 8/1 (1998), 49–56.
  • Leitch, Ruth. ‘Creatively Researching Children’s Narratives through Images and Drawings’. Doing Visual Research with Children and Young People. 59–80. Routledge, 2009.
  • McFee, June King - Degge, Rogena. Art, Culture, and Environment: A Catalyst for Teaching. Dubuque, IA: Kendall. Hunt Publishing, 1980.
  • MEB. Türkçe ve Türk Kültürü Dersi Öğretim Programı (1, 2, 3, 4, 5, 6, 7 ve 8. Seviyeler). Ankara, 2018.
  • MEB, Millî Eğitim Bakanlığı. Yurt Dışındaki Türk Çocukları İçin Türkçe ve Türk Kültürü Dersi Öğretim Programı (1-10. Sınıflar). Ankara, 2006.
  • Nazlı, Rengim Sine - Sarı, Gülşah. ‘Kitle İletişim Araçlarının Çocukların Algısına Etkisi: 15 Temmuz Örneği’. Türkiye İletişim Araştırmaları Dergisi. https://doi.org/10.17829/turcom.459361
  • Özalp, Hatice Kübra - Gökay, Melek. ‘Farklı Kültürler Içerisinde Eğitim Gören 12–17 Yaş Grubu Türk Çocuklarının Estetik Beğeni Düzeylerinin Karşılaştırılması’. OPUS Uluslararası Toplum Araştırmaları Dergisi 9/16 (2018), 1307–1368. https://doi.org/10.26466/opus.470120
  • Piaget, Jean - Weil, Anne-Marie. ‘The Development in Children of the Idea of the Homeland and of Relations with Other Countries’. International Social Science Bulletin 3/3 (1951), 561–578.
  • Rein, Raelynne P. - Rein, Rachel. ‘Çocuğunuzun Beceri ve Yeteneklerini Nasıl Geliştirebilirsiniz’. Çev.: S. Göktan). Ya-Pa Yayınları, İstanbul.
  • Ring, Kathy. ‘What Mothers Do: Everyday Routines and Rituals and Their Impact upon Young Children’s Use of Drawing for Meaning Making’. International Journal of Early Years Education 14/1 (March 2006), 63–84. https://doi.org/10.1080/09669760500446416
  • Rubenstein, Judith et al. ‘A Cross-Cultural Comparison of Children’s Drawings of Same-and Mixed-Sex Peer Interaction’. Journal of Cross-Cultural Psychology 18/2 (1987), 234–250.
  • Tajfel, Henri. Human Groups and Social Categories. Cambridge university press Cambridge, 1981.
  • Takriti, Rachel A. et al. ‘Children’s Understanding of Religion: Interviews with Arab-Muslim, Asian-Muslim, Christian and Hindu Children Aged 5–11 Years’. Mental Health, Religion & Culture 9/1 (2006), 29–42.
  • Türkcan, Burçin et al. ‘İlkokul Öğrencilerinin Sosyal Bilgiler Dersi Bağlamında Kimlik, Kültür ve Yurttaşlık Algıları’ 10/22 (2015), 1501–1526. http://dx.doi.org/10.7827/TurkishStudies.8639
  • Waldron, Fionnuala - Pike, Susan. ‘What Does It Mean to Be Irish? Children’s Construction of National Identity’. Irish Educational Studies 25/2 (2006), 231–251. https://doi.org/10.1080/03323310600737586
  • Walker, Kathleen et al. ‘Understanding War, Visualizing Peace: Children Draw What They Know’. Art Therapy 20/4 (2003), 191–200. https://doi.org/10.1080/07421656.2003.10129605
  • Wilson, Brent. ‘Child Art after Modernism: Visual Culture and New Narratives’. Handbook of Research and Policy in Art Education. 307–336. Routledge, 2004.
  • Wilson, Brent - Wilson, Marjorie. ‘Themes and Structures in the Graphic Narratives of American, Australian, Egyptian, and Finnish Children: Tales from Four Cultures’. Journal of Cultural Research in Art Education 1/1 (1983), 63.
  • Zengin, Halise Kader. ‘Almanya’daki Müslüman Çocuklarda Allah Kavramının Gelişimi: Âdem ve Havva Kıssası-Yaratılışı, Cennetten Çıkarılışları-Bağlamında 1-4., 6. Sınıf Çocukları Üzerine Bir Araştırma. Ankara Üniversitesi İlahiyat Fakültesi Dergisi 51/1 (2010), 213–248. https://doi.org/10.1501/Ilhfak_0000001022

Nottingham’daki 2. Nesil Türk Çocuklarının Çizimlerinde Türkiye ve İslam

Yıl 2022, Cilt: 26 Sayı: 3, 1253 - 1277, 15.12.2022

Fatma Kurttekin

https://doi.org/10.18505/cuid.1154777

Öz

Bu çalışmada 6-11 yaşları arasında Nottingham/İngiltere’de yaşayan çocuklarının çizimlerinde İslam ve Türkiye algısı üzerinden din ve vatan kavram algıları incelenmiştir. Çalışmada sanat temelli araştırma yöntemi ve göstergebilimsel yöntemden faydalanılmıştır. Yapılan çizimlerde çocukların İslam ve Türkiye olgularını hangi değer, sembol ve kavramlarla ilişkilendirdiği ve bu ilişkilendirmede haftasonu Türk okulunda sunulan Türkçe ve Türk Kültürü (TTK) ders kitaplarının etkisi analiz edilmiştir. 14 kız ve 16 erkek öğrenci bu çalışmaya katılmıştır. Çizimlerin ilki 2017 yılında araştırmacının doktora çalışması kapsamında ikincisi 2021 yılında elde edilmiştir. 2017 yılında 8, 2021 yılında 18 çocuğun resmi çalışmada değerlendirilmiştir. Araştırma sonucunda yaşla birlikte simge, sembollerin sayısı ve çizimlerdeki netliğin arttığı gözlenmiştir. Bununla birlikte yıl, yaş ve cinsiyete dayalı olarak çizimlere yansıyan simge, sembol ve yoğunluklarda farklılaşma söz konusudur. Ancak Türkiye ile bayrak, İslam ile cami en çok bağdaştırılan öğeler olarak dikkat çekmiştir. Bu öğelere yapılan vurguda ders kitaplarında kullanılan resimler ve gömülü videolar rol oynamış olabilir. Resimlere yansıyan temaların, TTK program ve kitaplarındaki konularla paralellik gösterdiği saptanmıştır. Özellikle Geçmişe açılan kapı, Gezelim görelim ile Bayramlar ve kutlamalar temalarındaki içeriklerde de görülen kültürel ve dini kimliğe dair öğelerle olan bağının güçlenmesine katkı sağlamaktadır. Türkiye ve İslam’a dair olumlu duygulara karşın, savaş teması kaynaklı korku ve ayrılık gibi negatif duygular erkek çocuklarının çizimlerine yansımıştır. Bu durum 6-11 yaş grubu erkek çocuklarının gelişim özelliğinin getirisi olabileceği gibi, resimlerin yapıldığı zamanda maruz kalınılan uyarıcılar ve tarihe odaklanan Geçmişe açılan kapı gibi temalar çocuklarının algısını şekillendirmiş olabilir.

Anahtar Kelimeler

Din Eğitimi Çocuk resimleri Türkiye İslam Haftasonu Türk okulu

Kaynakça

  • Aboud, Frances E. - Amato, Maria. ‘Developmental and Socialization Influences on Intergroup Bias’. Blackwell Handbook of Social Psychology: Intergroup Processes 4 (2001).
  • Arıcı, B. - Kırkkılıç, H. A. ‘Yurt Dışında Görev Yapan Türkçe ve Türk Kültürü Öğretmenlerinin Türkçe ve Türk Kültürü Derslerine Ilişkin Görüşleri’. Akademik Sosyal Araştırmalar Dergisi 5/41 (2017), 480–500. https://doi.org/10.16992/ASOS.12043
  • Bösel, Martina. Religiöse und Kulturelle Probleme von Muslimen in Deutschland: Möglichkeiten Und Irrwege Einer Uneingeschränkten Integration. Diplomica Verlag, 2012.
  • Brown, Eleese V. ‘Developmental Characteristics of Figure Drawings Made by Boys and Girls Ages Five through Eleven’. Perceptual and Motor Skills 70/1 (1990), 279–288.
  • Buyurgan, S. - Buyurgan, U. Sanat Eğitimi ve Öğretimi. Ankara: Pegem Akademi Yayınları, 3rd Ed., 2012.
  • Carrington, Bruce - Short, Geoffrey. ‘Who Counts; Who Cares? Scottish Children’s Notions of National Identity’. Educational Studies 22/2 (1996), 203–224.
  • Çelik, Nilgün. ‘Yurt Dışındaki Türk Çocuklarina Türkçe Öğretiminde Kullanılan Ders Kitaplari Üzerine Bir Değerlendirme ’. Uluslararası Türkoloji Araştırmaları ve İncelemeleri Dergisi 2/1 (2017), 21–33.
  • Connolly, Paul et al. ‘Too Young to Notice? The Cultural and Political Awareness of 3-6 Year Olds in Northern Ireland.’ http://arrts.gtcni.org.uk/gtcni/handle/2428/5586
  • Cox, Maureen V. et al. ‘Children’s Human Figure Drawings in the UK and Japan: The Effects of Age, Sex and Culture’. British Journal of Developmental Psychology 19/2 (2001), 275–292.
  • Creswell, John W. - Poth, Cheryl N. Qualitative Inquiry and Research Design: Choosing among Five Approaches. Sage publications, 2016.
  • Ekmekçi, Vedat - Karadüz, Adnan. ‘Yurt Dışında Yaşayan İki Dilli Çocuklar İçin Hazirlanan Türkçe ve Türk Kültürü Dersi Kitabına Eleştirel Bir Bakış’. Electronic Turkish Studies 10/15 (2015), 361–378. http://dx.doi.org/10.7827/TurkishStudies.8976
  • Erişti, Suzan Duygu Bedir. ‘The Perceptions of Turkish Students Living in Different Cultural Environments about Turkish Culture in Their Pictorial Representation’. Australian Art Education 34/2 (2011), 26–58.
  • Frixione, Marcello. ‘Art, the Brain, and Family Resemblances: Some Considerations on Neuroaesthetics’. Philosophical Psychology 24/5 (2011), 699–715.
  • Fury, Gail et al. ‘Children’s Representations of Attachment Relationships in Family Drawings’. Child Development 68/6 (1997), 1154–1164.
  • Gardiner, Harry W. ‘Human Figure Drawings as Indicators of Value Development among Thai Children’. Journal of Cross-Cultural Psychology 5/1 (1974), 124–130.
  • Gernhardt, Ariane et al. ‘Self-and Family-Conceptions of Turkish Migrant, Native German, and Native Turkish Children: A Comparison of Children’s Drawings’. International Journal of Intercultural Relations 40 (2014), 154–166.
  • Goldman, Ronald. Religious Thinking from Childhood to Adolescence. Routledge, 2022.
  • Güleç, Yasemin. ‘Depictions of God in the Drawings of German-Muslim Children’. Journal of Religion in Europe 14/1–2 (2021a), 106–132. https://doi.org/10.1163/18748929-20211501
  • Güleç, Yasemin. ‘Muslim and Christian Peer Images in Turkish-German Muslim Children’s Human Figure Drawings’. Turkish Online Journal of Qualitative Inquiry 12/2 (2021b), 133–172. https://doi.org/10.17569/tojqi.754028
  • Güleç, Yasemin. ‘Perception of Peace in Children’s Drawings and Interviews’. Bartın University Journal of Faculty of Education 10/2 (2021d), 390–411. https://doi.org/10.1016/buefad. 816071
  • Güleç, Yasemin. ‘The Concept of Heaven in Drawings by French Muslim Children’. Pastoral Psychology 70/5 (2021c), 507–524. https://doi.org/10.1007/s11089-021-00958-1
  • Harms, Ernest. ‘The Development of Religious Experience in Children’. American Journal of Sociology 50/2 (1944), 112–122.
  • Harris, Ian. ‘Peace Education: Definition, Approaches, and Future Directions’. Peace, Literature and Art 1 (2009), 77–96.
  • Harrison, Linda J. et al. ‘Children’s Drawings Provide a New Perspective on Teacher–Child Relationship Quality and School Adjustment’. Early Childhood Research Quarterly 22/1 (2007), 55–71.
  • Heystek, Jan - Lumby, Jacky. ‘Identity and Diversity: A Case Study of Leaders in a South African Primary School’. Education as Change 15/2 (2011), 331–343. https://doi.org/10.1080/16823206.2011.619995
  • Huss, Ephrat - Cwikel, Julie. ‘Researching Creations: Applying Arts-Based Research to Bedouin Women’s Drawings Ephrat Huss and Julie Cwikel’. International Journal of Qualitative Methods 4/4 (2005), 44–62. https://doi.org/10.1177/160940690500400404
  • Ives, S. William. ‘The Development of Expressivity in Drawing’. British Journal of Educational Psychology 54/2 (1984), 152–159.
  • Johnson, David W. - Johnson, Roger T. ‘Essential Components of Peace Education’. Theory into Practice 44/4 (2005), 280–292. https://doi.org/10.1207/s15430421tip4404_2
  • Karaman, Yıldız - Köksal Akyol, Ayşe. ‘Okul Öncesi Eğitim Kurumlarına Devam Eden Çocukların Yaptıkları Resimlerde Oyuncak Çizimlerinin İncelenmesi’. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 20/3 (2011), 277–296.
  • Kay, William K. - Ray, Liz. ‘Concepts of God: The Salience of Gender and Age’. Journal of Empirical Theology 17/2 (2004), 238–251.
  • Kellogg, Rhoda. Analyzing Children’s Art. McGraw-Hill Humanities, Social Sciences & World Languages, 1969.
  • Kırışoğlu, O. T. - Stokrocki, Mary. ‘İlköğretim Sanat Eğitimi ’. YÖK/Dünya Bankası Milli Eğitimi.
  • Klepsch, Marvin - Logie, Laura. Children Draw and Tell: An Introduction to the Projective Uses of Children’s Human Figure Drawing. Routledge, 2014.
  • Kohlberg, Lawrence - Kramer, Richard. ‘Continuities and Discontinuities in Childhood and Adult Moral Development’. Human Development 12/2 (1969), 93–120.
  • Kurttekin, Fatma. Religious Education of Children in Mixed Marriage Families: The British Case. Çizgi Kitabevi, 2020.
  • Ladd, Kevin L. et al. ‘Children’s God Concepts: Influences of Denomination, Age, and Gender’. The International Journal for the Psychology of Religion 8/1 (1998), 49–56.
  • Leitch, Ruth. ‘Creatively Researching Children’s Narratives through Images and Drawings’. Doing Visual Research with Children and Young People. 59–80. Routledge, 2009.
  • McFee, June King - Degge, Rogena. Art, Culture, and Environment: A Catalyst for Teaching. Dubuque, IA: Kendall. Hunt Publishing, 1980.
  • MEB. Türkçe ve Türk Kültürü Dersi Öğretim Programı (1, 2, 3, 4, 5, 6, 7 ve 8. Seviyeler). Ankara, 2018.
  • MEB, Millî Eğitim Bakanlığı. Yurt Dışındaki Türk Çocukları İçin Türkçe ve Türk Kültürü Dersi Öğretim Programı (1-10. Sınıflar). Ankara, 2006.
  • Nazlı, Rengim Sine - Sarı, Gülşah. ‘Kitle İletişim Araçlarının Çocukların Algısına Etkisi: 15 Temmuz Örneği’. Türkiye İletişim Araştırmaları Dergisi. https://doi.org/10.17829/turcom.459361
  • Özalp, Hatice Kübra - Gökay, Melek. ‘Farklı Kültürler Içerisinde Eğitim Gören 12–17 Yaş Grubu Türk Çocuklarının Estetik Beğeni Düzeylerinin Karşılaştırılması’. OPUS Uluslararası Toplum Araştırmaları Dergisi 9/16 (2018), 1307–1368. https://doi.org/10.26466/opus.470120
  • Piaget, Jean - Weil, Anne-Marie. ‘The Development in Children of the Idea of the Homeland and of Relations with Other Countries’. International Social Science Bulletin 3/3 (1951), 561–578.
  • Rein, Raelynne P. - Rein, Rachel. ‘Çocuğunuzun Beceri ve Yeteneklerini Nasıl Geliştirebilirsiniz’. Çev.: S. Göktan). Ya-Pa Yayınları, İstanbul.
  • Ring, Kathy. ‘What Mothers Do: Everyday Routines and Rituals and Their Impact upon Young Children’s Use of Drawing for Meaning Making’. International Journal of Early Years Education 14/1 (March 2006), 63–84. https://doi.org/10.1080/09669760500446416
  • Rubenstein, Judith et al. ‘A Cross-Cultural Comparison of Children’s Drawings of Same-and Mixed-Sex Peer Interaction’. Journal of Cross-Cultural Psychology 18/2 (1987), 234–250.
  • Tajfel, Henri. Human Groups and Social Categories. Cambridge university press Cambridge, 1981.
  • Takriti, Rachel A. et al. ‘Children’s Understanding of Religion: Interviews with Arab-Muslim, Asian-Muslim, Christian and Hindu Children Aged 5–11 Years’. Mental Health, Religion & Culture 9/1 (2006), 29–42.
  • Türkcan, Burçin et al. ‘İlkokul Öğrencilerinin Sosyal Bilgiler Dersi Bağlamında Kimlik, Kültür ve Yurttaşlık Algıları’ 10/22 (2015), 1501–1526. http://dx.doi.org/10.7827/TurkishStudies.8639
  • Waldron, Fionnuala - Pike, Susan. ‘What Does It Mean to Be Irish? Children’s Construction of National Identity’. Irish Educational Studies 25/2 (2006), 231–251. https://doi.org/10.1080/03323310600737586
  • Walker, Kathleen et al. ‘Understanding War, Visualizing Peace: Children Draw What They Know’. Art Therapy 20/4 (2003), 191–200. https://doi.org/10.1080/07421656.2003.10129605
  • Wilson, Brent. ‘Child Art after Modernism: Visual Culture and New Narratives’. Handbook of Research and Policy in Art Education. 307–336. Routledge, 2004.
  • Wilson, Brent - Wilson, Marjorie. ‘Themes and Structures in the Graphic Narratives of American, Australian, Egyptian, and Finnish Children: Tales from Four Cultures’. Journal of Cultural Research in Art Education 1/1 (1983), 63.
  • Zengin, Halise Kader. ‘Almanya’daki Müslüman Çocuklarda Allah Kavramının Gelişimi: Âdem ve Havva Kıssası-Yaratılışı, Cennetten Çıkarılışları-Bağlamında 1-4., 6. Sınıf Çocukları Üzerine Bir Araştırma. Ankara Üniversitesi İlahiyat Fakültesi Dergisi 51/1 (2010), 213–248. https://doi.org/10.1501/Ilhfak_0000001022
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Din Araştırmaları
Bölüm Araştırma Makaleleri
Yazarlar

Fatma Kurttekin 0000-0002-5083-4746

Yayımlanma Tarihi 15 Aralık 2022
Gönderilme Tarihi 3 Ağustos 2022
Yayımlandığı Sayı Yıl 2022Cilt: 26 Sayı: 3

Kaynak Göster

ISNAD Kurttekin, Fatma. “Turkey and Islam Drawings by Second-Generation Turkish Children in Nottingham”. Cumhuriyet İlahiyat Dergisi 26/3 (Aralık 2022), 1253-1277. https://doi.org/10.18505/cuid.1154777.
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Cumhuriyet İlahiyat Dergisi Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.