Çocuk resimleri ve görüşmelerde barış algısı

Bu çalışmada çocukların barış algıları çizimler ve yapılandırılmamış görüşmeler yoluyla incelenmiştir. Katılımcılar, Karlsruhe / Pforzheim'da bir devlet okulu olan Kepler Gymnasium'da okuyan 11-12 yaş arası 22 öğrenciden oluşmaktadır. Çalışma nitel araştırma yöntemlerinden sanat temelli ve yapılandırılmamış bir görüşme ile tasarlandı. Veriler, çizimlerin göstergebilimsel analizi ve yapılandırılmamış görüşmelerin içerik analizi ile analiz edilmiştir. Çalışmada hem resimlerde hem de röportajlarda barışın anlamı en fazla pozitif barış olarak algılandı. Öğrenciler barış çizimlerinde çoğunlukla barış ikon, indeks ve sembollerini kullansalar da, savaş ikon, indeks ve sembollerini de neredeyse yarıyarıya kullandılar. Görüşmelerde barışın anlamı en çok literatürde pozitif barışla ilgili en yaygın tema olan"kişilerarası etkileşimler" temasıyla tanımlanmıştır. Çocukların neredeyse yarısı barışı hem çizimlerde hem de röportajlarda savaşın olmaması olarak tanımladı. Barışın anlamı üzerine yapılan görüşmelerde olumsuz barış en çok olumsuz kişiler arası barış temasıyla tanımlandı. İkinci olarak olumsuz barış, literatürdeki yaygın algıya benzer şekilde savaşın olmaması olarak ifade edildi. Ayrıca bu çalışmada, sonuçlara dayalı olarak barış eğitimi ile ilgili önerilerde bulunulmuştur.

Perception of Peace in Children's Drawings and Interviews

In this study, children's perceptions of peace were examined through drawings and unstructured interviews. Participants consisted of 22 students aged 11-12 studying at Kepler Gymnasium, a public school in Karlsruhe / Pforzheim. The study was designed with an art-based and unstructured interview from research qualitative research methods. The data were analyzed by the semiotic analysis of drawings and content analysis of unstructured interviews. In the study, the meaning of peace was at most perceived as positive peace, both in pictures and interviews. Although the students mostly used peace icons, indexes, and symbols in their peace drawings, they also used almost half of the icons, indexes, and symbols of war. The meaning of peace in the interviews was mostly defined by the theme of "interpersonal interactions," which is the most common theme related to positive peace in the literature. The children almost half described peace as the absence of war in both drawings and interviews. Negative peace was at most defined with the theme of negative interpersonal peace in the negotiations on the meaning of peace. Secondly, negative peace was expressed as the absence of war, similar to the common perception in the literature. Besides, in the present study, based on the results, implications were made regarding peace education.

Keywords:

Concept of peace, Children's drawings Peace education,

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