A comparative analysis of citizenship education in Turkey and France

The purpose of this thesis was to compare the French primary 4th grade CM1 class Citizenship and Moral Education curriculum with Turkish Human Rights, Citizenship, and Democracy Education curriculum and to bring forward recommendations for citizenship education practices in Turkey. For this purpose, education systems and citizenship education programs of both countries have been examined in terms of "aims", "content", "learning experiences", and "evaluation". This study is limited by Human Rights, Citizenship and Democracy Education that is provided at the level of 4th grade in Turkey and Citizenship and Moral Education that is provided at the CM1 level, which is the corresponding level in France. The survey model was used in the study, and the sub goals were analyzed with a descriptive approach. Documentation was used as the data collection method. Within this scope, books, articles, theses, project reports, etc. regarding both countries' educational systems and citizenship education programs were collected from relevant institutions and their webpages. A student-centered approach is essential in French educational system. In-class practice is student-centered in both countries since both countries adopted a constructivist approach. Therefore, it can be stated that educational approaches of both countries are similar. In both countries' programs, it is asserted that methods and techniques should be used in learning process. In French citizenship education program, methods that can be benefited for the development knowledge, skills, and concepts are recommended. On the other hand, in Turkish citizenship education program, techniques such as visual reading, question-answer, discussion, brainstorming, observation, comparison, and recalling are recommended. The content of French citizenship and moral education involves equality, universal values, rejection of all kinds of discrimination, and national solidarity. In Turkey, it is seen that national and moral values are focused. Citizenship and moral education is similar in terms of content. Content in Turkey is based on unites while it is based on themes in France. The aims in France and Turkey can be stated to be above knowledge level at comprehension, comparison, and application levels. The objectives of citizenship education programs of France and Turkey are different from each other in terms of quality and quantity. In the evaluation of citizenship education programs, an approach based on monitoring the students' "development" is adopted in both countries. It has been determined that written and oral exams, observations, discussion, performance homework, interviews, portfolios, projects, posters, self-evaluation scales, multiple-choice questions, and questions involving matching, filling in the blanks, and open-ended are used in evaluation of French and Turkish citizenship education program. Keywords: Citizenship education, comparative education, French education system, Turkish education system.