Faculty Publications

Inclusion Level of Children Rights Issues In Social Studies Textbooks: (Case of Turkey and the United States)

Document Type

Article

Keywords

Children’s Rights, The United Nations Convention on the Rights of Child, Social Studies, Textbooks, Turkey, The United States

Journal/Book/Conference Title

International Journal of Early Childhood Education Research

Volume

1

Issue

1

First Page

1

Last Page

36

Abstract

The purpose of this study was to compare the level of allocation of children rights issues in social studies textbooks in Turkey and the United States. For this aim, six social studies textbooks from both countries were examined. These textbooks were analyzed in terms of their level of “children rights issues,” in line of the Convention of Children Rights (CRC). This study is a qualitative study as a document analysis. A content analysis method was used to analyze the textbooks. As a result, it was observed that children rights issues were included more in Turkish textbooks. While the intensity scores of the “survival rights” subcategory was listed the highest in Turkish textbooks, on the other hand, the intensity scores of the “development rights” subcategory were placed the most in the United States textbooks.

Department

Department of Educational Psychology, Foundations, and Leadership Studies

Original Publication Date

10-1-2012

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