Integration of Immigrants into Country and Education: Comparing the Policies of Germany and Canada

Year 2021, TÜRKİYE’DE VE DÜNYADA GÖÇMEN EĞİTİMİ, 1055 - 1080, 22.12.2021

İlker Dere , Emine Demirci

https://doi.org/10.37669/milliegitim.960198

Cited By: 2

Abstract

The current research aims to make inferences for Turkey by comparing the integration processes of immigrants and refugees in education in Canada and Germany. We used the comparative case study design to evaluate the integration policies of Canada and Germany. We examined articles, international reports, books, official websites of Canada and German governments, and especially The UN Refugee Agency (UNHCR) documents by using the document analysis method. We analyzed the data with the descriptive analysis method. For the analysis process, we created some themes base on the research questions. These themes consist of "Germany and Canada's immigration and citizenship policies", "processes of integrating immigrants into education", and "problems in the integration processes of refugees and immigrants". The research results have shown that both countries follow positive and multicultural policies towards immigrants, and there are some differences in the immigration policies. In another result, it was determined that the naturalization conditions of Germany and Canada are similar. In both countries, education integration policies vary according to the states. However, Canada follows a more inclusive education policy towards immigrants. In Germany, this process is limited to vocational education. Finally, it has been concluded that the most important problem that immigrants face in the integration process into education is language learning. Base on the results, we give suggestions for integration policies of immigrants into education in Turkey.

Keywords

Canada, Germany, Turkey, immigrant education, integration, politics, citizenship

GÖÇMENLERİN ÜLKEYE VE EĞİTİME ENTEGRASYONU: ALMANYA VE KANADA’NIN POLİTİKALARININ KARŞILAŞTIRILMASI

Abstract

Bu araştırma, Kanada ve Almanya'daki göçmen ve mültecilerin eğitime entegrasyon süreçlerini karşılaştırarak Türkiye için çıkarımlarda bulunmayı amaçlamaktadır. Kanada ve Almanya'nın entegrasyon politikalarını değerlendirmek için araştırmada karşılaştırmalı vaka çalışması deseni kullanılmıştır. Bunun için doküman analizi yöntemini kullanarak makaleler, uluslararası raporlar, kitaplar, Kanada ve Alman hükümetlerinin resmi internet siteleri ve özellikle BM Mülteci Ajansı (UNHCR) belgeleri incelenmiştir. Toplanan veriler, betimsel analiz yöntemiyle analiz edilmiştir. Analiz süreci için araştırma sorularından yola çıkarak bazı temalar oluşturulmuştur. Bu temalar, “Almanya ve Kanada'nın göçmenlik ve vatandaşlık politikaları”, “mülteci ve göçmenlerin eğitime entegrasyon süreçleri” ve "göçmenlerin entegrasyon süreçlerinde karşılaştığı sorunlar”dan oluşmaktadır. Araştırma sonuçları, her iki ülkenin de göçmenlere yönelik olumlu ve çok kültürlü politikalar izlediğini ve göç politikalarında bazı farklılıklar olduğunu göstermiştir. Bir diğer sonuçta Almanya ve Kanada'nın vatandaşlığa alınma koşullarının benzer olduğu belirlenmiştir. Ayrıca her iki ülkede de eğitim entegrasyon politikalarının eyaletlere göre farklılık gösterdiği görülmüştür. Bununla birlikte Kanada göçmenlere yönelik daha kapsayıcı bir eğitim politikası izlemektedir. Almanya'da ise bu süreç, mesleki eğitimle sınırlıdır. Son olarak göçmenlerin eğitime entegrasyon sürecinde karşılaştıkları en önemli sorunun dil öğrenmeyle ilgili olduğu sonucuna varılmıştır. Sonuçlara dayalı olarak, göçmenlerin Türkiye'deki eğitime entegrasyon politikalarına yönelik önerilerde bulunulmuştur.

Keywords

Kanada, Almanya, Türkiye, göçmen eğitimi, entegrasyon, politika, vatandaşlık

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