Multiculturalism in social studies text books and teachers' views on multiculturalism in text books

This study aimed to reveal the present condition of multicultural elements in grade 5, 6 and 7 social studies text books and the views of social studies teachers who carried out a duty in public and minority schools in İstanbul province Beyoğlu and Şişli districts on multiculturalism in social studies text books. The researchers performed document analysis, and descriptive analysis in reviewing social studies text books and teachers' views. In the study, the researchers reviewed grade 5, 6 and 7 social studies text books by MEB Publications between 2021 and 2022. The working group of the study comprised 14 teachers who carried out a duty in public and minority schools in İstanbul province Beyoğlu and Şişli districts. In the study, the researchers initially reviewed the text books in terms of multiculturalism elements which were specified based on the literature. The researchers systematized the data acquired via descriptive analysis. In the other stage of the study, the researchers conducted face-to-face interviews with the social studies teachers who carried out a duty in public and minority schools on the basis of a semi-structured interview form. The researchers recorded the teachers' answers on a tape recorder and then transcribed them. They interpreted the answers transcribed using descriptive analysis technic. As a result of the study, the researchers found that grade 5, 6 and 7 social studies text books included multicultural elements. However, these elements were intense in specific units. It is possible to say that social studies text books stressed specific identities, religions or racial groups. However, these books never mentioned certain differences. The researchers found that social studies text books had a negative perspective on different cultures in specific elements that seemed to be related with multiculturalism. The social studies teachers who took part in the study stated that social studies text books did not include multicultural elements adequately and these books remained incapable in understanding and appreciating different cultures. It is possible to say that in order for social studies lesson and text books to contribute to the learning process of all students with differences, there is a need for specific novelties. Reviewing ang changing the texts, images and questions used in text books in such a way to contribute to multicultural education may enable students to know their own cultures. Teachers' views can be utilized in arrangements to be made concerning multicultural education in social studies text books.