Social studies curriculum and textbooks in the context of global citizenship approach

The global citizenship approach is a philosophy of life that expands the national context to the global context and national citizenship to global citizenship. Today, with globalization, the qualities expected from citizens are changing with the development of groups, institutions and social organizations, social-cultural structure, economic network, social relations, information, technology and communication network and the expansion of global problems and issues. This situation increases the importance of social studies curricula and textbooks that are effective in raising national and global citizens. The purpose of this study is to examine the social studies curriculum and textbooks, which were updated by the Ministry of National Education in 2018 and are being taught at the 4th, 5th, 6th and 7th grades of the Turkish education system, in the context of the scope, aims, objectives and outcomes of global citizenship education. Document analysis was used to collect the research data; within the framework of global citizenship education, a global citizenship education code schema (GCECS) was prepared by examining the basic guidelines and reports that guide education policies on a global scale and are accepted as references in international discussions. In the GCECS, global citizenship education is organized within the framework of various themes in line with the conceptual dimensions and sub-branches of global citizenship education. In the study, thematic content analysis was applied to determine to what extent the 2018 social studies curriculum (specific objectives, basic skills, values, achievements) and textbooks implemented in Turkey within the framework of GCECS include the global citizenship approach. As a result of the content analysis, gender equality; awareness of forms of abuse/harassment and violence; sustainable development, connectivity and global citizenship, competencies, pedagogical approaches and methods, and assessment themes and the category of multiculturalism in social studies curriculum outcomes and textbooks are not adequately conveyed. In the study, the findings and interpretations obtained in the GCECS guide were evaluated and conclusions and suggestions are presented.