| dc.contributor.author | Aktan, Sümer | |
| dc.date.accessioned | 2019-08-05T08:46:48Z | |
| dc.date.available | 2019-08-05T08:46:48Z | |
| dc.date.issued | 2018 | en_US |
| dc.identifier.uri | https://doi.org/10.1057/978-1-137-53538-2_6 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12462/5808 | |
| dc.description.abstract | This chapter of the study is reserved for the drafts of social studies curriculum implemented between 1924 and 2004 in Turkey. The reflections of curriculum theory of the Republic period would be best observed in social studies curriculum implemented during that period. In this context, curriculum drafts of 1924, 1926, 1936, 1948, 1962, 1968, and 2004 have been observed in this chapter. The fundamental problems of this chapter consist of John Dewey’s influences on 1926 curriculum, nationalist ideology in 1936 curriculum, Cardinal Principles of Education and democratic influences on 1948 curriculum, and the reflections of neoliberal ideology in 2004 curriculum. | en_US |
| dc.language.iso | eng | en_US |
| dc.publisher | Palgrave | en_US |
| dc.relation.isversionof | 10.1057/978-1-137-53538-2_6 | en_US |
| dc.rights | info:eu-repo/semantics/closedAccess | en_US |
| dc.title | Reflections on the new curriculum theory: social studies curriculum and civic education in Turkey (1924-2004): a case study | en_US |
| dc.type | bookPart | en_US |
| dc.relation.journal | Curriculum Studies in Turkey: A Historical Perspective | en_US |
| dc.contributor.department | Necatibey Eğitim Fakültesi | en_US |
| dc.contributor.authorID | 0000-0003-2938-7782 | en_US |
| dc.identifier.startpage | 179 | en_US |
| dc.identifier.endpage | 221 | en_US |
| dc.relation.publicationcategory | Kitap Bölümü - Uluslararası | en_US |
