The effectiveness of education based on cultural diversity in social studies

One of the important factors that leads to individuals with different cultural identities living together in the same socio-cultural environment is migration. This situation can cause various adaptation problems in different social environments, including schools. Foreign national students from various countries receive education together with Turkish students. Research shows that foreign national students in Turkey often experience discrimination, marginalization, and social exclusion, which can negatively affect their academic and social integration. In a society with cultural diversity, schools can either sustain discriminatory and exclusionary attitudes by ignoring or not taking action on these issues, or they can create an inclusive school atmosphere that promotes positive socialization. Social Studies lessons, which can focus on multiculturalism, diversity, and human rights, can be areas where various cultures can be introduced, cultural diversity can be turned into an advantage, and students can acquire the necessary skills, values, and knowledge for their socialization. This study seeks to contribute to resolving adaptation problems by developing action plans that prioritize the incorporation of cultural diversity within Social Studies lessons. The primary objective is to elevate intercultural understanding among both students and teachers. It is believed that examining and resolving the problems experienced in educational environments where cultural diversity is increasing with migration can also contribute to making the Turkish education system more compatible with the requirements of the era. This study is considered significant in terms of foreign national and Turkish students interacting with each other, experiencing cultural diversity, feeling a sense of belonging in the classroom, and creating a positive classroom culture. When relevant literature is reviewed, it is observed that there are limited practical studies to make Social Studies lessons more suitable for cultural diversity in classrooms with foreign national students. The study was conducted based on the action research design. The research group of this study consists of 6th and 7th grade Social Studies students and the teacher in a secondary school where students from different cultures who arrived through international migration are present in the city center of Sinop. Interviews and observations were conducted in March, April, May, and June 2021 to identify the problems experienced in terms of cultural diversity in the selected school. Starting from September 2021, for two semesters, the implementation and evaluation process was carried out twice a week by the researcher. Data collection tools used in the study included an observation form, researcher's diary, teacher and student interview form, 18 action plans, and an academic achievement test. The first 16 action plans, consisting of examples and activities in which students can actively participate, focus on culture, cultural diversity, migration, types of migration, causes and consequences of migration, teaching intercultural skills and values, and ensuring positive communication in the classroom. The last two action plans involved preparing a display board activity that allowed students to reflect their learnings and thoughts in various ways. Teacher and student opinions, work sheets, academic achievement tests, and student-produced display board products were used for the evaluation of the action plans and the process. Qualitative data were analyzed by content analysis and the difference between the academic achievement of the pre-test and post-test groups was analyzed by t-test. Before the implementation, it was determined that there were prejudices against cultural diversity, there was resistance to establish intercultural communication in the classroom, and the classroom was perceived as two groups as foreign and Turkish students. It was understood that the academic expectations of foreign students were low and therefore they were kept in the second plan in the classroom environment, foreign students could not actively participate in the lessons, behaviors such as exclusion and discrimination were observed in the classroom and this situation prevented the formation of a positive classroom climate. As a result of the study, it was observed that knowledge about migration and cultural diversity was acquired, value was given to cultural diversity, intercultural skills and values were developed, prejudices were reduced, and the classroom climate improved in a positive direction, leading to increased active participation and academic expectations. Based on the results of the action research, recommendations were made for the development of materials suitable for cultural diversity in Social Studies lessons, the creation of a positive classroom climate, the enhancement of cultural diversity competencies of Social Studies teachers and teacher candidates, and future academic studies.