Assessment of the primary school curriculum program in terms of multicultural education and perceptions of primary school teachers regarding multicultural education

The Demographic Structure of Turkey has been characterized by a diverse mix of ethnic elements since the establishment of the Republic. Our country, where over thirty ethnic groups coexist, is a society of diverse cultures. The coexistence of such diverse elements in our society signifies a multicultural structure. This multicultural structure is evident throughout various parts of our country, showcasing different lifestyles, languages, customs, traditions, and many other distinctive features of each culture. The existence of these differences highlights the importance of respecting various cultures, showing empathy, and emphasizing the necessity of mutual understanding. As our country inherently possesses a multicultural structure, events and migrations occurring after its establishment have further diversified our societal fabric. The multicultural structure of our country, positioned as a crossroads between the East and the West, the Ottoman Empire's legacy in Western Thrace, the Balkans, Cyprus, and neighboring countries, international labor migrations, and recent developments in relations with Turkish Republics, have made it imperative for our country to embrace multiculturalism and integrate it into our education system. In light of these circumstances, the need for conducting research on this topic has arisen. Additionally, with globalization, the adaptation process and education of immigrants from different countries are crucial factors for communities to coexist harmoniously. The educational environment plays a vital role as a platform for effective intercultural communication, and teachers are the cornerstone of this process. This research is primarily qualitative and consists of two parts. In the first part, all primary school subjects are evaluated in terms of multicultural education, using the theoretical framework developed by Castagno (2009) and the questions formulated by Seban and Uyanık (2016) based on this framework. The second part of the research assesses the perceptions of primary school teachers regarding multicultural education. For this purpose, eight questions suitable for the research were prepared after a literature review, and expert opinions were obtained to ensure content validity. The research group consists of primary school teachers working in Kastamonu province during the 2022-2023 academic year. A total of 18 participants, 7 males and 11 females aged between 21-55, took part in the study. The data from the first part of the research were analysed through descriptive analysis, while the data from the second part were analysed through content analysis. With these findings, it becomes essential to delve into the origins of the difficulties faced by various cultures living in our country and temporary protection status migrants who have come to our country for various reasons. The necessity for the education system to adapt to these changing demographic and social dynamics becomes evident. It is crucial to address multiculturalism and the accompanying challenges, considering the priorities to ensure that the education system adapts to these changing needs.