Abstract
21. yüzyılda İrlanda, önemli bir demografik değişim yaşamaktadır. Dünyanın birçok ülkesinden gelen göç, İrlanda’yı her zamankinden daha etnik, dilsel ve dinsel açıdan çeşitli bir toplum haline getirmiştir. Kültürlerarası din eğitimine yönelik uluslararası ve ulusal çalışmaların okulda verilen din eğitiminin bir arada yaşama becerisine kattığı değeri öne çıkarması, çeşitli kültürlere ev sahipliği yapan İrlanda’nın, toplumun ihtiyaçlarını karşılayacak bir din eğitimi geliştirme süreçlerinde etkili olmuştur. 2000’li yıllardan itibaren İrlanda bağlamında kültürlerarası din eğitimine yönelik gelişmeler hız kazanmıştır. Bununla birlikte, Katolik Kilisesinin okul sistemindeki egemenliği ve okullardaki dinî karakterin yasal olarak korunması kültürlerarası din eğitimi çalışmalarında bir problem olarak görülmüştür. Bu çalışma, İrlanda okullarında kültürlerarası din eğitimi imkânını; din eğitiminin yasal konumu, okullardaki mezhebî himaye sistemi ve politika değişimleri bağlamında ele almayı amaçlamaktadır. İrlanda’daki din eğitimi, ülkenin tarihî geçmişi ve sosyo-politik bağlamı çerçevesinde kültürlerarası eğitim tartışmaları açısından incelenecek ve uygulama süreçlerindeki eksiklikler bu bağlamda değerlendirilecektir.
İrlanda bağlamındaki din ve kültürlerarası eğitim ile ilgili literatür, özellikle ilköğretim sektörü olmak üzere okulların mezhebî himayeler tarafından yönetilmesine odaklanmıştır. Bu çalışmalarda, çokkültürlü bir yapıya evrilen İrlanda toplumunda, okul sisteminin demokratik olmadığı ve mezhebî himayenin okulların sosyal uyumu gerçekleştirme amacına hizmet etmediği belirtilmektedir. İrlanda’daki toplumsal değişim ile birlikte Katolikliğin din eğitimi üzerindeki etkisi sorgulanmaktadır. Bununla birlikte söz konusu değişimin eğitim politikalarına ve öğretim programlarına nasıl yansıdığı konusunda yeterli çalışma bulunmamaktadır. Bu çalışmada, toplumsal değişimin din eğitimine nasıl entegre edildiği ve bunun İrlanda’nın kültürlerarası din eğitimine yönelik yaklaşımını nasıl yansıttığını anlamak için politika belgeleri, din öğretimi programları ve ilgili literatür nitel yöntem kapsamında doküman analizi yoluyla incelenmiştir. Araştırma boyunca, İrlanda’daki din eğitimi politikalarının, çokkültürlü bir toplumun ihtiyaçlarını karşılamak için nasıl değiştiği, İrlanda’nın değişen toplum yapısının din eğitimi politikalarına nasıl yansıdığı ve İrlanda bağlamında kültürlerarası din eğitimin imkânı ve zorlukları ortaya konulmuştur.
Hamilerin dinî bağlılıkları ve sahip oldukları haklar, eğitimde eşitliğin sağlanmasına yönelik kültürlerarası eğitim tartışmalarının merkezinde olmuştur. Bu tartışmalar sonucunda okul himayelerinde çeşitlilik sağlanmaya başlamış, Katolik okullarına öğrenci kabullerinde vaftiz şartı kaldırılmış ve din eğitimi programları revize edilmiştir. Bununla birlikte, bugün ilkokullarda devlet tarafından onaylanan bir din dersi olmaması ve din eğitimi programının geliştirilmesinin okul hamilerine bırakılması İrlanda’da çözülmeye çalışılan ancak mevcut yapının baskınlığı nedeniyle çözülemeyen bir problem alanı olmaya devam etmektedir. Politikaları izleyen çalışmalar, kültürlerarası din eğitiminin uygulama noktasında da eksikliklerini ortaya çıkarmıştır. Bu eksikliklerin, öğretmenlerin mevcut politikalardan haberdar olacağı bir hizmet-içi eğitim almamalarından kaynaklandığı görülmüştür. Kültürlerarası yaklaşıma vurgu yapan ortaöğretim din eğitimi programları ile ilgili çalışmalardaki öğrenci görüşleri, ders kitapları programa uygun hazırlanmadığı için uygulama sürecinde beklenen etkinin alınmadığını göstermiştir. Dolayısıyla, din eğitimine kültürlerarası bir yaklaşımın sınıflarda uygulanabilir olması için ders kitaplarının mevcut politika ve kılavuzlara uygun olarak hazırlanması ve öğretmenlerin kültürlerarası din eğitimi konusunda bilgilendirilmesinin gerekliliği ön plana çıkmaktadır. Diğer yandan ortaöğretimde kültürlerarası din eğitiminin başarılı bir biçimde uygulanması durumunda da ilköğretim din eğitimi programının hamilerin elinde olması nedeniyle devletin din eğitimi anlayışının ortaya konmasındaki ve okullardaki din eğitiminin sistemli bir şekilde izlenmesindeki zorluğun devam edeceği düşünülmektedir. Bununla birlikte, toplumsal uyumu teşvik etmede kültürlerarası din eğitiminin giderek devlet tarafından daha fazla kabul görmesi ve toplumun her kesimini kucaklayacak bir din eğitimi ihtiyacının vatandaşlar tarafından talep edilmesi kültürlerarası din eğitimi çalışmalarının artacağını göstermektedir. Sonuçta, tüm kademelerde devletin din eğitimi anlayışı ile tutarlı programların geliştirilmesine ve öğretmenlerin kültürlerarası duyarlılık ve çokkültürlü sınıf yönetimi konusunda derinlemesine eğitim almalarının sağlanmasına yönelik gereksinim ön plana çıkmaktadır.
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Abstract
In the 21st century, Ireland is experiencing significant demographic change, in line with global diversity. International and national studies on intercultural religious education, highlighting the value of religious education provided at school in developing the ability to live together, have been effective in the process of developing a religious education curriculum that meets the needs of the society in Ireland. However, the increasing dominance of the Catholic Church in the school system and the legal protection of the religious character in schools have been seen as a problem in intercultural religious education studies. This study aims to examine the possibility of intercultural religious education in Irish schools in the context of the legal status of religious education, the denominational patronage system and policy changes. Religious education in Ireland has been examined in terms of intercultural education discussions within the framework of the country's historical background and socio-political context, and deficiencies in the implementation processes have been evaluated from this perspective.
The literature on religious and intercultural education in the Irish context has focused on the governance of schools by denominational patrons. These studies indicate that the school system is not democratic in the Irish society that has evolved into a multicultural structure and that the denominational patronage structure does not serve the purpose of schools to achieve social harmony. With the secularisation of Irish society, the influence of Catholicism on religious education has been questioned. However, there is not enough research on how this change is reflected in education policies and curricula. In this study, policy documents, religious education curricula and relevant literature were examined through document analysis within the scope of qualitative methods in order to understand how secularisation is integrated into religious education and how this reflects Ireland’s approach to intercultural religious education. Throughout the research, it is revealed how religious education policies in Ireland have changed to meet the needs of a multicultural society, how the secularisation of Ireland is reflected in religious education policies and the possibilities and challenges of intercultural religious education in the Irish context.
The religious affiliation and rights of patrons have been at the centre of intercultural education debates aimed at ensuring equality in education. As a result of these debates, diversity in school patronage structures has begun to be provided, the requirement of baptism for admission to Catholic schools has been abolished and religious education curricula have been reformed. However, the fact that there is no state-approved religious education course in primary schools and that the development of religious education curricula is left to school patrons continues to be a problem area. Studies following the policies have revealed the deficiencies in the implementation of intercultural religious education. These studies show that the deficiencies are due to teachers not receiving in-service training and textbooks not being prepared in accordance with the curriculum. Therefore, in order for an intercultural approach to religious education to be applicable in classrooms, the necessity of preparing textbooks in accordance with existing policies and guidelines and informing teachers about intercultural religious education comes to the fore. On the other hand, even if intercultural religious education is successfully implemented in secondary education, the difficulty in revealing the state's understanding of religious education and systematically monitoring religious education in schools will continue because the primary school religious education curriculum is in the hands of patrons. However, the increasing acceptance of intercultural religious education by the state in promoting social harmony and the demand by citizens for a religious education that will embrace all sections of society indicate that intercultural religious education studies will increase. As a result, the need to develop curricula consistent with the state's understanding of religious education at all levels and to ensure that teachers receive in-depth training in intercultural sensitivity and multicultural classroom management comes to the fore.
Keywords
Religious Education Ireland Intercultural Religious Education Globalization Religious Instruction
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Details
| Primary Language | Turkish |
|---|---|
| Subjects | Religious Education |
| Journal Section | Research Article |
| Authors | |
| Submission Date | February 27, 2025 |
| Acceptance Date | September 1, 2025 |
| Publication Date | December 30, 2025 |
| Published in Issue | Year 2025 Volume: 25 Issue: 2 |
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