Download
1 / 46
460 likes | 461 Views
This study explores the level of reception, protection, and asylum provided to Syrian children in Turkey. It examines the opinions of teachers, Syrian children, and Turkish children on integration and adaptation in schools.
E N D
Perception of reception, protectionand asylum process ofSyrian children: Lessons from painful experience in Turkey Eyüp ARTVİNLİ Perihan ŞARA Eskişehir Osmangazi University Uşak University TURKEY
Perception of reception, protectionand asylum process ofSyrian children: Lessons from painful experience in Turkey
INTRODUCTION According to UNICEF, In Turkey: there are 1,938,999 Syrian refugees in September 2015.
1,047,000 of them are children (% 54 of total refugees). And 663,138 of them are in school age (6-14 years old). More than half of them don’t go to schools (391,207).
In the universal declaration of human rights is emphasized that; (article 3): Everyone has the right to life, liberty and security of person and article 14 (1) everyone has the right to seek and to enjoy in other countries asylum from persecution”.
Especially in the Convention against Discrimination in Education (1960) include important articles about elimination of all forms of discrimination in education (1,3), equality of opportunity in education (4) and article 3 (e); to give foreign nationals resident within their territory the same access to education as that given to their own nationals.
Research Aim The purpose of this study is to explore the level of reception, protection and asylum of Syrian children in Turkey. For this purpose, research sentence is determined as “how is the reception, protection and asylum of Syrian children by their peers and teachers?”
Research Problems 1. What is opinion of teachers about Syrian Children who attend to primary schools? 2. What is opinion of Turkish children about their Syrian friends as classmates? 3. What is opinion of Syrian children about their Turkish classmates, Turkish teachers and adaption to Turkey?
METHOD The research was designed according to qualitative research model. A semi-structured interview conducted to both Syrian children attend to schools and their Turkish friends and teachers in their schools.
Limitations Interwiewquestionswereasked in 4 primaryschoolsto: 18 Syrianchildren, 24 Turkishteachers, 21 Turkishchildren, (Therearetotaly 58 Syrianchildrenwhoattendschools in Usakcity)
FINDINGS TurkishTeachers’ Answers What is number of Syrian children in your class?
The teachers who have positive ideas about Syrian children said that: “…Their speaking became better, relations of friendships have improved. They learned writing and reading in Turkish.”[T:5] The teachers who have negative ideas about Syrian children said that: “…They can read but not understand the meaning of the sentences.. they cannot understand metaphoric sentences ”[T:1]
Some of Syrian children need special assistance to adapt Turkish classrooms. For example this student (Ela) can write only handwriting during all day….
…In the beginning they were shy. Now they are better…But generally they play with only Syrian children in breaks (T:7). …Some of them can be harmful for their friends’ school tools or beat them. Some Syrian children go to other classrooms to steal the things (T:2). …They have problems as they are older than their friends. They cannot have good friendships. They have communication problems as they want to be dominant (T:3).
The teachers who have negative ideas about Syrian children said that: “…Syrian children exclude by their Turkish classmates. For this reason, in my opinion all Syrian children should be gathered in the same class. And they should be taught by a teacher who knows their language. We cannot communicate with them because of language barrier” [T:8].
…Because they don’t know Turkish they cannot communicate very well. They have poor communication with their peers. They have still effects of war as they emigrated from their hometown cities. We cannot focus on teaching yet. We even hardly use body language ”[T:9].
These are the opinions of some of teachers as suggestions: “…They should learn our language first of all. We can try to adapt them by activities”[T:3] “… It can be more useful if all Syrian children have special classroom only for them.”[T:5] “… They have difficulty in adaption process as they don’t want to learn Turkish language. They should attend the classrooms which for only Syrian children.”[T:7 ] “…All Syrian children should be kept in same place”[T:11]
Generally of Syrian children meet each other instead of integrate to other Turkish children maybe because of educational difficulties….
Some of Syrian children can not used to Turkey and they attempt to escape from school sometimes…
Some of Syrianchildrenusedtolive in Turkey. TheyspeakTurkishfluently as theylive in Turkeyfor 2 years …(Muhammed andRivan…)
Rivansaysthatsheneedsnospecialhelpstostudyorlive in Turkey… It is thereasonthatsheknowsTurkishverywell…
CONCLUSION To create a model to keep Syrian children in schools, To educate teachers according to new situation in Turkish classrooms, To create «Child Guidance System» for migrants’ children, More international collaboration with regional and global countries.
