London Metropolitan University Research Institutes

Values that social studies textbooks value: initial outcomes

Author(s) Aksit, T., Aksit, N. & Atasalar, J.  
Publisher London: CiCe  
Year 2008  
Editor A. Ross & P. Cunningham, Reflecting on Identities: Research, Practice and Innovation  
Age group -  
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.

Back to search results


   Page last updated 09 March 2011