Nevide akpinar dellal matthias gleitze katarzyna wado

REALIZING THE HUMAN RIGHT ON GENDER AND SEXUAL SELF-DETERMINATION– A CONTRIBUTION OF PARTICIPATORY EDUCATIONAL RESEARCH ON DIVERSE GENDERED AND SEXUAL WAYS OF LIVING

Prof. Dr. Jutta HARTMANN, Alice Salomon Hochschule Berlin, [e-mail],

Mart BUSCHE, Alice Salomon Hochschule Berlin, [e-mail]

ABSTRACT

Besides its juridical perspective, human rights offer an ethic and normative base for different approaches in diversity education. Crucial topics are recognition and acknowledgement of diversity and dignity, equality and egality, anti-discrimination and prevention. Therefore human rights can be regarded as one foundation of different approaches of pedagogical work dealing with diversity. On the other hand, pedagogy and education have the duty to promote a culture of human rights and realize their contents. Among others, there are the rights in “Relation to Sexual Orientation, Gender Identity, Gender Expression and Sex Characteristics”, as spelled out in the Yogyakarta principles plus 10 (http://yogyakartaprinciples.org/principlesen/). This has become a well-recognized issue under the topos of “sexual and gender diversity”. Still, for educational programs, gender and sexual diversity is quite a new topic as well as a contested one because (neo)traditional social milieus want to keep the topic out of schools or fight against equalization of marriage right for homosexual couples. However, while for example the German majority sees the necessity to teach acceptance towards homo- and bisexual people in school and reject the notion that children get confused in their sexual development if sexual diversity is addressed in school (Antidiskriminierungsstelle des Bundes 2017. 141ff.), it is rather unclear how a successful addressing can be realized regarding content, didactics and age group suitability. Educational research can help to reflect on these issues as well as on the question how educators and programs are involved into processes of fostering heteronormativity - against better judgement. Cooperating with different schools, the youth museum in Berlin realizes the model project „All included“ (2015-2019) which is directed at transmitting the topic of gender and sexual diversity by participatory and artistic means. „All included“ refers to a human rights framework and uses a broad understanding of inclusion that is based on a claim for awareness regarding discriminations. The research project “VieL*Bar: The topic of diverse gender and sexual modes of living in education – Didactic potentials and challenges in museum educational approaches” (2016-2018) aims at exploring the unique potential of “All included” in order to utilize it for a scientifically informed professionalization of educational work. “VieL*Bar” has been analyzing the different approaches of the model project “All Included” in order to qualify mechanism of successful, non-heteronormative educational work as well as identify mechanism of reproduction of powerful norms. Taking the emerging pedagogical challenges in Germany as exemplary for educational work in the field of gender and sexual diversity for other European immigration societies, “Viel*Bar” outlines a productive use of human rights and where it is limited.

Keywords: Human Rights Education, Holocaust Education, Civic Education.

TESTING THE LISTENING COMPREHENSION SKILLS OF ELT STUDENTS 

Project Specialist Volkan MULCAR, Mugla Sıtkı Koçman University, [e-mail]
ABSTRACT

This research study aimed to reveal the comprehension levels of 1st and 2nd year Turkish ELT students regarding three different accents from Kachru’s concentric circles and Turkish accent specifically. The study was conducted at Muğla Sıtkı Koçman University in the spring term of 2017-2018 educational year. The participants were 20 first year and 20 second year students. 19 of the participants were female and 21 of them were male students. The participants were divided in groups of 5 and each group was assigned an accent. A concurrent triangulation design was adopted and the quantitative and qualitative data were collected at the same time. A reading passage called “Comma gets a cure” retrieved from “www.dialectsarchive.com” was presented to the participants in Indian, Italian and Turkish accents and in received pronunciation. The participants were provided with headphones to improve the listening experience. Then, a comprehension test was implemented. The test consisted of three parts. The first part asked for demographic information, the second part measured the comprehension of the passage with open-ended and multiple-choice questions and the third part asked for the reflections of the students about the accent they had listened to. The most striking finding of the research was that the participants failed to comprehend the passage they listened to regardless of the accent that they were exposed to. The participants who were studying ELT did not have enough listening proficiency to measure the comprehensibility of different accents. It was concluded that basic listening skills should be improved before testing more advanced skills.

Keywords: listening comprehension, foreign accents, accentedness, listening proficiency

ABDÜLHAK ŞİNASİ HİSAR ROMANLARINDA HAYAT VE İNSAN PARADOKSU

Yüksek Lisans Öğrencisi Recep SAĞIROĞLU, Mersin Üniversitesi, [e-mail]
ABSTRACT

Novels are written by Abdülhak Şinasi Hisar (1887 – 1963) named Fahim Bey ve Biz (1941) and Çamlıca’daki Eniştemiz (1942) are published at the historically intense changing period. And therefore Hisar prefers in his novels new the narrator and using by which narrator remembered their names: Fahim Bey from his death announcement in newspaper and remembered Vamık Bey from his old photo by looking. On the other hand above-mentioned names of main characters are used for fictional titles and thiats why it seems main characters are centrally located in the fictions which is not. Not only Fahim Bey is known differently by eveyone and he has an identity that created by society but also Fahim Bey together with those property even he couldn’t decipher himself which his own identity. Vamık Bey from in the novel named Çamlıca’daki Eniştemiz whose crazy nature personality is not suprised for almost everyone. İn this point paradox appear contradictiously foresight (para) and common sense (doxa). Foresight (para) is meaning prediction/vision and also meaning that being the directed present and requiring to be describing. The mentioned two novels of the Hisar in which based on assumptions and opinions of the narrator makes clear about paradoxical aspect is foresight (para) and common sense (doxa) for the constant law of the human life and also novels main characters knowing by a circle of social opinions. Also the human nature nothing more than conversation that appeared human nature is installationed by in a non-appeared human nature. The paradox of the human nature makes it apparent that difference between it’s own world of thought and language. This study focus on a preferential basis as mentioned at the beginning that displaying paradoxical aspects of life and human in above-mentioned novels of Hisar.

Keywords: Abdülhak Şinasi Hisar, novel, life, human, paradox