Türkiye'de anadili sorunu: Kürt öğrecilerin deneyimleri

Bu çalışmada, anadili Kürtçe olan öğrencilerin eğitim süreçlerinde Kürtçenin kullanılmamasının ve yasaklanmasının, bu öğrenciler için dilden kaynaklı ne gibi dilsel, psikolojik, eğitsel ve toplumsal sorunlara yol açtığı araştırılmıştır. Bu amaçla, söz konusu durumun bileşenleriyle derinlemesine görüşmeler yapılmıştır. Elde edilen bulgular, mevcut tekdilli eğitim politika ve pratiklerinin siyasî, dilsel, eğitsel ve kültürel açılardan ayrımcı ve dışlayıcı olduğunu göstermiştir. Bu politika ve pratikler, öğretmenler ve öğrenciler arasında baskıcı ilişkilerin gelişmesine, öğrencilerin eğitime geriden başlamalarına ve dolayısıyla sınıfta kalmalarına, okulu terk etmelerine ve okulda başarısız olmalarına, Kürtçe konuştukları için damgalanmalarına, farklı şiddet türlerine maruz kalmalarına, bunların etkilerinin hayatlarının ileriki aşamalarında da devam etmesine ve kendilerini ifade etmekte sorunlar yaşamalarına, anne-babalanyla ilişkilerinin zedelenmesine ve nihayetinde anadillerini kaybetmelerine yol açmıştır. Ayrıca, mevcut eğitim politikaları, öğretmenlerin çalışma koşullarım da olumsuz yönde etkileyerek, verimli ve etkin bir eğitim-öğretim sürecini engellemektedir.Bu sonuçlar, daha önce yapılmış yerel ve uluslararası çalışmalarla ve kuramsal tartışmalarla birlikte ele alınıp detaylı bir şekilde tartışıldıktan sonra çözüme yönelik gerek kısa vadede gerekse de uzun vadede gerçekleştirilebilecek öneriler sunulmuştur. Bu önerilerin paralel bir okumasım yapmak üzere ise, üç ülke örneği incelenmiştir: Korsikaca-Fransa, Baskça-İspanya ve Uygurca-Çin örnekleri, sosyo-politik şartlar ve eğitimde anadilinin kullanılmasına yönelik uygulamalar incelenerek mevcut durum ve yakın geleceğe yönelik yorumlarla ele alınmıştır. Çalışma, bu yorumların Kürtçe - Türkiye örneği için ne tür anlamlar taşıdığı üzerine bir değerlendirme ile son bulmaktadır.

The problem of mother tongue in Turkey: Experiences of Kurdish students

This study investigates the ban on use of mother tongue in education and how it affects Kurdish students linguistically, psychologically, educationally and socially. For that reason, in-depth interviews were conducted with the relevant bodies. The findings show that the current monolingual educational policy and practices are discriminatory and exclusionary in terms of language, politics, education and culture. These policy and practices result in oppressive power relations among students and teachers, falling behind in education process and repeating class, dropping out, failing in the lessons, being stigmatized when speaking Kurdish and being exposed to different kinds of violence on the parts of Kurdish students, the results of which follow them even in their future life. Also all of these create problems for them in expressing themselves, bring about serious communication problems between parents and their children, and finally cause language loss. Moreover, the resulst suggest that the existing educational policies blight the working conditions of teachers and block the potential for an effective ,and efficient educational process.These results are discussed in further details in reference to the previously conducted local and international studies together with some theoretical discussions as a result of which certain short term or long term suggestions are put forward. In an attempt to analyze these suggestion in parallel with the other country examples, three country contexts are also evaluated: namely the Corsican-French, Basque-Spain and Uyghur-China examples are looked at in terms of social-political conditions and policies regarding the use of mother tongue in education. This study is finished with an evaluation of how these country examples can be reflected upon for the Kurdish-Turkey case.

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