The effect of critical literacy process on culturally mixed 4th grade students' intercultural competency

This study explores the impact of critical literacy process with respect to the concepts of peace, equality and refugees' experience on the intercultural competence of culturally mixed 4th grade students, some of whom are Syrian students under temporary protection in Turkey. In the scope of the course of "Human Rights, Citizenship and Democracy" the study aimed to assess the impact of critical reading process on students' intercultural disposition via analysis of paintings which reflect students' perceptions concerning peace, equality and refugees' experience and students' assumed intercultural competencies reflected in their drawings in terms of interaction, communication and positioning. The study group is selected through purposeful sampling, composed of the classroom teacher and culturally mixed 4th grade students some of whom are Syrian children under temporary protection attending an elementary school at Ankara, Mamak district. Critical reading observation form, field notes, student products, expert opinion, Intercultural Competency Observation Form and semi-structured interview questions for the classroom teacher have been utilized for data triangulation. As a result, it has been determined that the critical literacy process has increased empathy, tolerance and respect between the students. Furthermore, the students started to communicate and interact with each other; Syrian students have made progress in language, communication and adaptation issues. Consequently the students initiated a transition from ethnocentric to ethnorelative stage within the context of intercultural competency. Keywords: elementary school, culturally mixed classroom, critical literacy, intercultural competence, social coherence