Analysis of the reflections of global scale subjects to social studies textbooks

In general, globalization refers to the expansion of global connections, the organization of social lives, and the convergence of world societies. It is widely acknowledged as a phenomenon or concept in various sources. In essence, globalization entails the broadening and deepening of global interdependence across all spheres of life, including the environment and the economy. With globalization, beliefs, ideas, individuals, capital, information, technology, and even cultural and political boundaries operate on a global scale. Social studies is a key academic discipline aimed at elucidating this phenomenon or concept to young learners, educating them about the potential negative consequences of globalization, and preparing them accordingly. In fact, one of the primary objectives of the global connections curriculum introduced in 2018 is to foster the development of informed and responsible Turkish citizens who actively engage with global issues and can generate effective solutions to the challenges they encounter. This study aimed to investigate the global implications present in social studies textbooks (4th-7th grades) that were revised based on the updated 2018 Social Studies Curriculum, with a focus on the learning domains and topic titles. The qualitative approach employed in this study utilizes the document analysis method to examine and assess the global reflections found within the social studies textbooks. The data sources for this study consist of the social studies textbooks approved by the Board of Education for the 2019-2020 academic year, targeting students in grades 4th to 7th. The textbooks were subjected to content analysis to evaluate and interpret their content. Based on the study findings, the integration of globalization themes is most prevalent in the 7th grade textbooks, followed by the 6th, 4th, and 5th grade textbooks, respectively. Moreover, the analysis of the textbooks reveals that global reflections are primarily addressed within the domains of science and technology, as well as socio-cultural dimensions. However, it is noteworthy that certain topics in the social studies textbooks, which incorporate global perspectives, are presented from a Turkish or Turkey-centric viewpoint. Specifically, topics such as international humanitarian aid (Green Crescent, Red Crescent, TDV, TIKA, etc.), international organizations (TÜRKSOY, Turkic Council, etc.), and global migration serve as prominent examples. Additionally, the textbooks include introductions to various countries worldwide (such as Finland, England, Scotland, Japan, Chile, and India), historical artifacts, and examples of natural resources. These instances indicate that the textbook content is not exclusively centred on Turkey or the Turkish States. Furthermore, alongside contemporary technologies such as smartphones, tablets, smartwatches, and pervasive networks, social studies textbooks also address the future of the globalized world by introducing prospective occupations such as "artificial intelligence specialist," "software engineer," and "social media specialist." Additionally, advancements in futuristic technologies such as UAVs, 3D printers, nanotechnology, and self-driving cars are explained. However, it is evident that important topics such as global citizenship and international women's rights, which have significantly impacted the world in recent years, are absent from textbooks. These omissions underscore the need for enhancements in the social studies curriculum and textbooks. Moreover, they call for those involved in developing the social studies program, preparing the textbooks, and shaping educational policies to take more deliberate measures regarding the pervasive influence of globalization on a global scale.