INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
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THE ROLE OF TURKISH EDUCATIONAL CULTURE IN DEVELOPING
INTERCULTURAL COMPETENCE
Shodiyeva Shohsanam Furqatovna
Independent Researcher (PhD)
at the Research Center for the Development of Higher Education
of the Ministry of Higher Education, Science and Innovation of the Republic of Uzbekistan
Annotation:
With the recent migration worldwide, different cultures have begun to live together.
This situation has led to the emergence of various concepts such as multiculturalism,
interculturalism, and sensitivity to cultural values. When these concepts are examined, it is
revealed that there are some similarities and differences between them. The purpose of this
study is to examine the concepts of multiculturalism, interculturalism, and sensitivity to cultural
values and to reveal the similarities and differences between them by addressing these
concepts from an educational perspective. The conceptual scanning model was used in the
research. When the concepts were examined in terms of Turkish educational culture, it was
observed that many people prefer to live in harmony with the local culture rather than
concentrating in a certain region. Therefore, there is intercultural interaction. When viewed
from this perspective, it can be said that the concepts of multiculturalism and interculturalism
are more appropriate than the concepts of culturalism. In order for students studying in Turkey,
which has very different cultures, to be equipped with high-level skills, to have universal values,
to understand and respect differences, educational policies that are sensitive to cultural values
should be developed and implemented. As a result, when multicultural structures are
considered together, it can be said that there is a need for education that is sensitive to cultural
values in terms of combating inequality, discrimination, alienation, social integration and
creating integration awareness in students.
Key words:
Multiculturalism, Interculturalism, Sensitivity to Cultural Values, Education,
Difference, time.
The recent emergence of migrations has resulted in communities with different cultural
structures living together. While these new communities interacted with local communities in
some places, they remained distant in other places and preserved their own cultures. Various
changes have occurred in communities with this transition from locality to universality.
Different concepts have emerged to express this diversity along with the cultural diversity that
has emerged. Concepts such as multiculturalism, interculturality, and being sensitive to cultural
values are among the most commonly used concepts. When the literature is examined, it is
seen that different definitions have been made regarding these concepts. However, similarities
between the concepts are also striking. While some discussions argue that these two concepts
actually cover each other (Nieto, 2006), some argue that they are completely different (Holm
and Zilliacus, 2009). The first difference that emerges in the use of the two concepts is in their
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 358
geographical use. For example, while the concept of intercultural is used in Europe, the concept
of multicultural is used in America, Australia and Asia (Hill, 2007). Even the use of concepts
varies in European countries, while Sweden and the Netherlands prefer cultural services,
England prefers multicultural applications in terms of finance (Holm and Zilliacus, 2009). The
most concepts are in the field of education at the beginning of the production sector. The reason
for this is how the education process should be in the new cultural structure that has emerged. A
separate discussion can be presented about which concept should be used to express the
education of differences in this new process. Cultural differences that emerge in the society
have values that are shaped by the meaning attributed to differences in the external
inclusion of education. For this reason, the concepts of multicultural education, intercultural
education and education sensitive to cultural values should be analyzed, the diversity and
differences of these concepts should be revealed and importance should be given to the
perspective of cultural integration in education. Culture was first used as a root in relation to
agriculture (Mejuyev, 1987, p.22; Akt. Oğuz, 2011). Culture change entered English in the 15th
century and was used in the meanings of farming and observation of natural growth.
The word culture has also included human development since the 16th century. Since
the 19th century, culture has been defined as all intellectual, artistic, technical, philosophical
productions and assets that constitute the unity of thought and value of a human community
(Özlem, 2000; Cited: Oğuz, 2011). Today, culture is generally defined as a set of assumptions
and values shared by a group of people, affecting but not determining the behaviors and
interpretations of each person in the group. (Spencer-Oatey, 2008). Culture has been defined by
UNESCO as “a whole consisting of the combination of distinct material, spiritual, mental and
emotional characteristics that define a society or a social group and a phenomenon that
encompasses not only science and literature but also lifestyles, basic human rights, value
judgments, traditions and beliefs” (UNESCO, 1982; Cited: Oğuz, 2011). According to these
definitions, culture can be defined as a lifestyle resulting from shared values and beliefs
specific to a social group. Accordingly, the values that emerge as a result of the interaction
of all individuals in society constitute culture.
The concept of multiculturalism first emerged in Canada in the context of disagreements
over the use of English and French languages. These events, which developed in the 1960s in
Canada, later continued to be discussed in terms of issues such as nations and ethnic origins.
Although multiculturalism is a concept that is based on culture and includes the word culture,
according to Gorski (2006), it is a political value rather than a cultural value. The concept
emerged as a political outcome for communities to live in harmony with each other as a result
of discussions between the province of Quebec and other provinces in Canada. The dominance
of English Canadians and French Canadians pushed the country towards a multicultural policy.
The aim of this policy was to create a Canadian identity consisting of individuals with the same
status (Doytcheva, 2009). According to Journet (2009), in the mid-1960s, federal authorities in
Ottawa resolved the French and English conflicts by making Canadian societies multicultural.
In the 1970s, Pierre-Elliot Trudeau turned this into a program and put it forward. In addition,
the emergence of this idea in the United States led to the development of awareness that the
rights of the majority were not given to minorities and that there was an injustice in this
situation. As a result of these developments, it was interpreted as the creation of the necessary
policies and programs for different cultures to continue their existence together.
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There are three main forms of multiculturalism. These are
symbolic
,
structural
and
communicative
multiculturalism.
In symbolic multiculturalism
, the characteristics that define the community such as
celebrations, clothing, food and music of the communities within the country are allowed to live.
These characteristics are taught through schools and introduced through cultural centers. The
aim is to help preserve cultural differences.
In structural multiculturalism
, the focus is on overcoming political, economic and
social inequalities. Taking precautions against discrimination, providing socio-economic
assistance and providing systematic education are included in structural multiculturalism. It is
the establishment of structures and processes under state control that ensure that members of
minority groups are treated fairly and equally.
In communicative multiculturalism
, it is expected to exhibit a stance that is very
different from others. The necessity of providing intercultural communication in a multicultural
structure is stated. The characteristic of communicative multiculturalism is that it assumes the
unifying role of the society. It is necessary to create a common commitment and make it a
principle (Barrett, 2013).
There are various supports and criticisms regarding multiculturalism. According to
Canadian Icon (2007), the supports given to multiculturalism are as follows; it is a successful
model, it is a part of the Canadian identity, it protects unity and solidarity. The criticisms given
are as follows; it is vague, it focuses on majority rights, and it is ethnocentric. Aldridge,
Calhoun and Aman (2000) stated the criticisms regarding the studies conducted on
multiculturalism as follows.
• Even if there are the same elements such as nationality, region, religion, language,
individuals who share these elements may have different cultures. There are individuals who
speak the same language but have different cultures within a country.
• Even if they come from a family with the same culture, two different individuals in the
same family may have different values. Two siblings growing up in the same family may have
different values.
• Incorrect information about individuals in a book belonging to a culture different from
the individual's own culture may cause that culture to be misunderstood. There are many
examples of books that describe different cultures and cause the culture to be misunderstood
because they provide incorrect information.
• Differences do not only include ethnic and racial differences. However, gender and
socioeconomic dimensions are among the most important differences.
Multicultural education is an education that ensures that everyone benefits from
education equally, regardless of differences such as
religion, language, race, gender,
and
age
(Banks and Banks, 2009). Multicultural education advocates the right to equal education for
everyone (Banks, 1995), approaches differences with respect in education, and is based on
democratic values (Ameny Dixon, 2004). Gay (1994) defined multicultural education as
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ISSN: 2692-5206, Impact Factor: 12,23
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"education that ensures that each individual has equal access to education, recognizes and
respects different cultures, enables individuals to communicate with different cultures, includes
alternative teaching materials and programs for students with cultural differences, and primarily
enables individuals to become aware of themselves and develop." Parekh (2000) defined
multicultural education as educational activities carried out with the aim of intellectual curiosity,
self-criticism, being able to evaluate claims or evidence independently and make decisions,
respecting others, being respectful of different ideas and moving away from an ethnocentric
understanding. According to Gezi (1981, Cited in Demir, 2012), multicultural education is an
education that equalizes the educational opportunities of culturally different students, tries to
understand and protect cultural differences and helps students to do business in different
cultures.
INTERCULTURALITY AND INTERCULTURAL EDUCATION
While the
multicultural understanding generally emerges as granting social rights and providing
opportunities for minority cultures to live in an egalitarian understanding, the interaction of
minority cultures with other majority cultures has been ignored and left to the wishes of the
minority culture. For this reason, the concept of interculturality has emerged with the view that
the multicultural understanding is inadequate. This development, especially in the European
continent, has drawn attention to the fact that minority groups, instead of remaining in their
own regions, are involved in interaction and communication by mixing with the majority
society. It has been accepted by the European Assembly with various studies and is envisaged
to be implemented as a policy in the European continent (Barret, 2013). The key feature of the
concept of interculturality is openness, communication and interaction. A framework is used in
which interaction and communication are prevented with multiculturalism, while in the concept
of interculturality, the fluidity of culture will be restored to its former fluid state. The respect
that lies at the core of multicultural understanding has changed to communication and
interaction in intercultural understanding. Although they seem to be two concepts used in the
same sense, there are various differences (James, 2008).
Since interculturality emphasizes the communication and interaction of cultures, it
varies in terms of all cultures' acceptance of the state and their sense of belonging.
THE SITUATION IN TURKEY
It is observed that the concept used in Turkey
regarding the togetherness of different cultures is multiculturalism. When the literature is
examined, it is observed that the studies conducted (Cırık, 2008; Demircioğlu and Özdemir,
2014; Gencer, 2011; Karaırmak, 2008; Polat, 2009; Polat, 2012; Tekinalp, 2005; Ünlü and
Örten, 2013) are mostly conducted in terms of multiculturalism. The reason for this is seen as
Turkey's attitude towards minorities. The concept of multiculturalism comes to the agenda in
Turkey as Islamists or Kurds. In addition, the existence of Turks as a community abroad should
also be taken into consideration. Germany in particular stands out as the country that receives
the most immigration from abroad. The fact that countries that send a lot of immigration abroad,
such as Turkey, generally want to maintain the loyalty of their citizens through identity or
religion and try to prevent assimilation is also included in the concept of multiculturalism
(Kastoryano, 2018). The criticism that Turkey has adopted a policy of being a homogeneous
nation with a single culture since its establishment and that it has been governed in an
oppressive and authoritarian manner by turning this into a state policy (Ekinci, 1999) also
shows that multicultural policies are not adopted. The criticisms made are generally that there is
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ISSN: 2692-5206, Impact Factor: 12,23
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Journal:
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a superior and dominant identity in Turkey and that this culture is in favor of assimilating other
cultures. Although citizens of various countries have migrated to Turkey from the past to the
present, multiculturalism has been presented in a different way due to the impact of the major
immigration crisis after the civil war in Syria. Although there are concerns that multicultural
education practices cause Turkey to wear down and disrupt the state structure (Ekinci, 1999),
the concept of multicultural education continues to be used in Turkey. However, studies on
multiculturalism clearly reveal the multicultural structure in Turkey. The most spoken
languages can be ranked as Turkish, Kurdish and Arabic. There are also other spoken
languages. In terms of religion, there are religions believed to be Muslim, Christian and Jewish,
while it is also seen that there are distinctions such as Sunni and Alevi within Islam (KONDA,
2006). Turkey is expected to take these differences into consideration in the field of education
within the framework of the European Union harmonization laws. Various concepts, projects,
programs or activities related to immigrants who are currently in Turkey or who will settle in
Turkey in the future should be diversified, teacher development models should be created,
education and training materials should be developed and various policies that will meet the
needs of immigrants' problems (Cırık, 2008) will contribute to the coexistence of different
cultures. At this point, instead of conflicting, alienating and excluding those who are different,
it is important to develop a common language of communication within equal rights and
increase interaction.
As a result, when multicultural structures are considered together, it can be said that
there is a need for education that is sensitive to cultural values in terms of combating
inequality, discrimination, alienation, social integration and creating an awareness of
integration in students. Sensitivity to cultural values means living in a way that is
respectful of differences without alienating minority communities (Gay, 2002). As can be
understood from here, education that is sensitive to cultural values is necessary education
not only for students of minority communities but also for the whole society.
The inclusion of culturally sensitive practices in education policies in Turkey will help
the multicultural structure that exists in society to integrate with each other. Since the source of
all studies to be conducted is the teacher, who is the implementer of education, it is important to
equip teachers with educational models that are sensitive to cultural values. Instead of elective
courses, at least one compulsory course will develop the teacher's skills in this regard, and if
necessary, teachers will continue to develop their skills through in-service training. In addition,
creating educational curricula that are sensitive to cultural values for students in schools
will ensure that students see these differences as a richness. On top of all this, a well-studied
and well-functioning educational policy should be created.
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ISSN: 2692-5206, Impact Factor: 12,23
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