|Author(s)||Aksit, T., Aksit, N. & Atasalar, J.|
|Editor||A. Ross & P. Cunningham, Reflecting on Identities: Research, Practice and Innovation|
Turkey has been making changes to its national curriculum, considerably altering its focus, content and delivery. Education systems reflect and reinforce implicit and explicit value positions, and these underpin and shape the curriculum. Curriculum documents often include statements about such values, and textbooks mirror values-in-use. This paper shares the outcomes of the first phase of a multi-phase study: values imparted in the Grade 1 social studies strand of the new primary school curriculum in Turkey. The study used didactic, content and visual analysis to explore development of cognitive skills, character traits, global awareness and gender roles in each teaching unit of new grade one social studies textbook.