Geçici Koruma Statüsündeki Suriye Kökenli Öğrencilerin Eğitim Gördükleri İlkokullarda Yaşanan Sorunlar: Ankara-Altındağ İlçesi Örneği

Abstract

Introduction Migration is a geographic displacement in order to settle within a region or between borders depending on at least one of the duration, time and cause variables; migration takes place individually or massively and has political, social, cultural and economic effects on individuals or societies. Migration movements are a multidimensional phenomenon that occurs for different reasons throughout human history and can affect the social structure at the micro or macro level. Although the phenomenon of immigration is defined as moving from one place to another, it can affect social structure socially, economically, politically and psychologically (Doğan, 1990, p. 1). Migration movements, which have a significant impact on social psychology, can affect the development of communities and cause problems in areas such as education and health services, law, economy, security and cultural development (Özdemir, 2008, p. 7). According to the United Nations Refugee Organization (UNCHR) data, the number of immigrants forced to migrate due to the wars in recent years is 70 million, and about 30 million of the migrants are refugees or asylum seekers. In the studies carried out by the United Nations (UN), it is stated that some problems and human rights violations may be experienced in terms of the individuals who have to migrate to enjoy their basic rights in the migration process and in the process after migration (UN, 2020). This emerging situation made it necessary to make legal arrangements related to immigration (Bilgiç, 2018, p. 2). Some international legal arrangements have been made in terms of solving the problems experienced in the migration process. In 1951, the “Convention on the Legal Status of Refugees” was signed by the UN board and legal rights and obligations of refugees were determined. In 1967, the "1967 Protocol Regarding the Legal Status of Refugees" was signed in order to ensure that refugees have equal legal rights. Turkey signed these legal arrangements made on migration and adopted the provisions of these protocols. Due to internal turmoil which started in Syria in 2011 and the open-door policy that applies to those who emigrated from Syria to Turkey, the number of Syrian immigrants reached 3.6 million in April 2020 (GIGM, 2020) in Turkey. The “Foreigners and International Protection Law (FIPL)” came into force in 2013 due to the rapid increase in the number of Syrian immigrants. Afterwards, the “Temporary Protection Regulation” was published within the framework of the FIPL and Syrian originated people were placed in the status of “Temporary Protection” and they were provided with the opportunity to benefit from public services (Mert and Çıplak, 2017; Kap, 2014). According to the data shared by the Ministry of National Education (MoNE), the number of school-age Syrian children who have temporary protection status is about one million. Within the scope of the FIPL, which came into force in 2013, the Circular No. 2014/21 on “Education and Training Services for Foreigners” was issued by the Ministry of National Education so that children of school-aged Syrian children can benefit from education services. This Circular issued by the MoNE made it possible for the Syrian children to enroll in public schools within the scope of the right to education, which is guaranteed by various national and international regulations, and educational services that Syrian children can benefit from have been determined (HBÖGM, 2019). As a result of this legal regulation, it was ensured that Syrian children were included in the education system, but the participation of the Syrian children in the education process caused some problems. Currently, the problems that have occurred at public schools where Syrian children have started their education interest every related people, communities and organizations and for that reason, the main purpose of this study is to determine the problems at primary schools where Syrian students continue their education.

Özet

Suriye’den Türkiye’ye 2011 yılında başlayan göç hareketleri sonucunda Türkiye’de geçici korumakapsamında olan Suriye kökenlilerin sayısı resmi rakamlara göre dört milyona yaklaşmıştır. Suriyekökenlilerin sayısındaki artış nedeniyle 2013 yılında yasal düzenlemeler yapılarak kamu hizmetlerindenyararlanmalarının önü açılmıştır. Yapılan düzenlemelerle Suriye kökenli çocuklar devlet okullarındaeğitim sürecine dâhil olmuş fakat bunun sonucunda eğitim sürecinde bazı sorunlar ortaya çıkmıştır. Buçalışmanın amacı; Suriye kökenli öğrencilerin eğitim gördükleri ilkokullarda yaşanan sorunlarınöğretmen, okul yöneticisi, Suriye kökenli öğrenci velisi ve Suriye kökenli öğrenciler açısından ayrı ayrıbelirlenmesidir. Çalışma verileri, nitel araştırma yöntemlerinden görüşme tekniği kullanılarak 63öğretmen, 9 okul yöneticisi, 28 Suriye kökenli öğrenci velisi ve 31 Suriye kökenli öğrenciden elde edilmiştir.Elde edilen veriler betimsel analiz yöntemiyle çözümlenmiştir. Suriye kökenli öğrencilerin eğitimgördükleri okullardaki temel sorunların; iletişim, eğitim süreci, sınıf iklimi, okulun fiziki yapısı, okuladevam, kayıt, davranış, kültürel farklılıklar, zorbalık-dışlanma ve ötekileştirilme, akademik başarıalanlarında yaşandığı belirlenmiştir.