Nurturing Democracy from the Ground Up: Civic Education in Türkiye Amidst Democratic Backsliding

• In Event: Democracy Needs Education: Civic Learning Across Global Contexts in Troubling Times

Abstract

In this presentation, we will examine the intricate role of education for democratic citizenship while considering the rise and fall of democratic systems and institutions in Türkiye. We will recommend actionable educational approaches and teaching strategies specifically designed to support democratic education in elementary schools.

Theoretical Framework
Our work is fundamentally rooted in the understanding that civic education varies significantly across national contexts. We draw upon the critical civic education for young children (Swalwell & Payne, 2019), evidenced by a clear desire among young people in Türkiye to make a difference. Our recommendations are designed to prepare transnational youth for participatory democratic citizenship, informed by Hahn’s (2016, 2020) scholarship. We acknowledge the profound impact of an authoritarian political system that emphasizes compliance and obeying rules over critical thinking, democratic backsliding, and the increasing role of religion on civic life and education. Our framework critically assesses how these forces necessitate democratic education in ways that directly counter a system prioritizing obedience.

Methods and Data Sources
Our research employs a qualitative approach, grounded in multiple data sources. We conducted interviews with five children aged 6 to 12 in Türkiye, focusing on their understandings, attitudes, and experiences related to civic engagement. We undertook detailed analyses of Türkiye’s Life Sciences (social studies) standards for Grades 1-3 and performed a comprehensive review of mandatory Life Sciences textbooks for these grades. Our recommendations were reviewed by an elementary teacher in Türkiye, providing critiques and suggestions that informed our revisions and ensured their applicability within the existing school and political context.

Findings and Conclusions
The interviews revealed that children expressed a genuine interest in protesting for a cause they believe in, such as protecting the Earth, and demonstrated a clear desire to make a difference. However, their understanding of rules often revolved around physical safety, order, and punishment, typically created by authority figures or God, with a developing but not fully realized grasp that rules can be changed.
Despite the curriculum appearing student-centered and constructivist on paper, the elementary teacher confirmed that teaching methods often do not encourage critical thinking in practice. Yet, even in this climate where children are aware that freedom has a limit in Türkiye, they showed eagerness to engage if given opportunities.
Based on these findings, we will discuss concrete educational approaches for cultivating children's relationships with authority and rules, fostering an understanding of cultural pluralism and political systems, and encouraging civic engagement.

Scholarly Significance
Our work addresses the urgent need for democratic education within Türkiye's complex and challenging political climate. By directly incorporating children's authentic perspectives, our study grounds its practical and context-sensitive recommendations in the lived realities of young citizens. Ultimately, it serves as a valuable blueprint for educators globally who are seeking to cultivate active and democratic citizens in contexts similarly struggling with the erosion of democratic ideals.

Authors

• Betul Demiray Sandiraz, Michigan State University

• Anne-Lise F. Halvorsen, Michigan State University