ÖZ

Bu makale, çocukluk sosyolojisi alanından yola çıkarak çocukların toplumdaki sosyal aktörler olduğu düşüncesi çerçevesinde katılımcı öğrenmenin olanaklarını çocuklarla gerçekleştirilen yaratıcı yöntemler aracılığıyla araştırmaktadır. Kentsel mekân deneyimlerine odaklanan çalışma, çocukların öğrenme süreçlerini okul mekânının dışına taşıyarak geleneksel öğrenme yöntemlerine bir alternatif sunma amacı taşır. İstanbul’da bir ortaokulda farklı sınıflarda eğitimlerini sürdüren gönüllü öğrencilerle gerçekleştirilen araştırma kapsamında çocukların kent mirası, kültürel miras, kamusal alan ve çevresel konulardaki görüşlerini ortaya çıkarmak hedeflenmektedir. Kültür mirası kavramını, kuşaktan kuşağa aktarılan bütün etnografik bileşenleriyle ele alan bir anlayış çerçevesinde, araştırmacılar bir sivil toplum kuruluşuyla iş birliği içerisinde çocuklarla haftalık periyotlarla bir araya gelerek yaratıcı metodolojiler aracılığıyla alternatif bir yöntem olarak katılımcı öğrenme süreci deneyimlemişlerdir. Araştırma boyunca, yaşları 10 ile 14 arasında değişen 35 çocukla kent yürüyüşleri, müze ve park ziyaretleri; kentsel ve ekolojik mirasın çeşitli boyutlarını tartışma amacıyla görsel üretimler ile drama süreçleri; çocukların liderliğinde video-performanslar ve bütün bunlar odağında eleştirel düşünmeye dayalı “çocuklar ile felsefe” tartışmaları gerçekleştirilmiştir. Çocukların bireysel ve sosyal gelişimlerini desteklemeyi hedefleyen araştırma kapsamında İstanbul’un çeşitli mekânlarında, sanat odaklı aktiviteler ve dijital uygulamaların araçsallaştırılmasıyla kültürel miras konusu çocuklarla farklı yönleriyle tartışılmış, katılımcılar bireysel ve kolektif olarak eleştirel düşünme ve yaratıcı üretime teşvik edilmiştir. Bu çalışma, kentsel mekânda çocuklarla katılımcı öğrenme örneği teşkil etmesinin yanı sıra sosyoloji alanında çocuklarla birlikte araştırma gerçekleştirmenin olanaklarını ortaya koymaktadır.

Kaynakça

• Alanen, L. (1988). Rethinking Childhood. Acta Sociologica, 31(1), 53-67. https://doi.org/10.1177/000169938803100105
• Alanen, L. & Mayall, B. (Ed.). (2001). Conceptualising child-adult relationships. Routledge/Falmer.
• Alexander, R. J. (2008). Culture, dialogue and learning: notes on an emerging pedagogy. N. Mercer & S. Hodgkinson (Ed.) Exploring Talk in Schools içinde (s. 91-114). London: Sage.
• Bekerman, Z., Burbules, N. C. & Silberman-Keller, D. (eds.) (2006). Learning in places: the informal education reader. Studies in the Postmodern Theory of Education, 249. New York, NY: Peter Lang.
• Bennett, N., Wood, L. & Rogers, S. (1997). Teaching through play: Teachers’ thinking and classroom practice. Buckingham: Open University Press.
• Berthelsen, D., Brownlee, J. & Johansson, E. (Ed.). (2008). Participatory Learning in the Early Years: Research and Pedagogy. Routledge.
• Bott, E. (2010). Favourites and others: Reflexivity and the shaping of subjectivities and data in qualitative research. Qualitative Research, 10(2), 159–173.
• Bradbury-Jones, C. & Taylor, J. (2015). Engaging with children as co-researchers: challenges,counter-challenges and solutions. International Journal of Social Research Methodology, 18(2), 161-173.
• Bruce, T. (Ed.). (2012). Early childhood practice: Froebel today. SAGE Publications Ltd, https://doi.org/10.4135/9781446251287
• Clark, A. (2005) Clark, A., Kjørholt and Moss, P. (eds.) Beyond Listening. Children’s perspectives on early childhood services. Bristol: Policy Press, pp. 29–49.
• Clark, A. (2005). Ways of seeing: using the Mosaic approach to listen to young children’s per spectives. In A. Clark, P. Kjørholt and Moss (Eds.), Beyond Listening. Children’s perspectives on early childhood services. Bristol: Policy Press, (pp. 29–49).
• Clark, A. and Moss, P. (2001). Listening to young children: the Mosaic approach. London: National Children's Bureau for the Joseph Rowntree Foundation.
• Convention on the Rights of the Child, (1989). Erişim adresi: https://www.unicef.org.uk/wp-content/uploads/2016/08/unicef-convention-rights-child-uncrc.pdf. Erişim tarihi: 02.07.2023.
• Corsaro, W. A. (1997). The Sociology of Childhood. SAGE Publications.
• Corsaro, W.A. (2005). Collective action and agency in young children’s peer cultures. In J. Qvortup (Eds.), Studies in modern childhood: Society, Agency, Culture. Basingstoke: Palgrave Macmillan.
• Corsaro, W.A. (2009). Peer culture. In J. Qvortrup, W. A. Corsaro & M. Honig (Eds.), The Palgrave Handbook of Childhood Studies (pp. 301-315). Basingstoke: Palgrave.
• Denzin, N. K. & Lincoln, Y. S. (2017). The SAGE Handbook of Qualitative Research. SAGE Publications.
• Détrez, C. & Perronnet, C. (2020). New Avenues to Investigate Childhood from the Perspective of the Sociology of Culture: A Conversation between Christine Détrez and Clémence Perronnet. Youth and Globalization, 2(1), 101-110.
• Dewey, J. (1938). Experience and education. New York: Macmillan.
• Durkheim, É. (1922). Éducation et sociologie. Paris: PUF.
• Ellsworth, E. (2005). Places of learning. Media, architecture, pedagogy. New York: Routledge
• Erdiller-Yatmaz, Z., Erdemir, E. and Demiral, S. (2022). Baby steps to a child-to-child network: A path to empower children for exercising their participation rights. Children & Society, 00, 1–21. https://doi.org/10.1111/chso.12661.
• Farmer, D., Cepin, J. (2017). Creative Visual Methods. Research with Children and Young People. In R. Evans and L. Holt (Eds.), Methodological Approaches. Geographies of Children and Young People. Springer, Singapore. https://doi.org/10.1007/978-981-287-020-9_22
• Garnier, P. (2015). "L’agency" des enfants. Projet scientifique et politique des “childhood studies”. Education et sociétés, 2(36), 159-173. https://doi.org/DOI: 10.3917/es.036.0159
• Hackathorn, J., Solomon, E. D., Blankmeyer, K. L., Tennial, R. E. & Garczynski, A. M. (2011). Learning by Doing: An Empirical Study of Active Teaching Techniques. Journal of Effective Teaching, 11(2), 40-54.
• Harvey, P. F. & Lareau, A. (2020). Studying Children using Ethnography: Heightened Challenges and Balancing Acts. Bulletin of Sociological Methodology/Bulletin de Méthodologie Sociologique, 146(1), 16-36. https://doi.org/10.1177/0759106320908220
• Hedges, H. & Cullen, J. (2012). Participatory learning theories: A framework for early childhood pedagogy. Early Child Development and Care, 182(7), 921-940. https://doi.org/10.1080/03004430.2011.597504
• Hickey-Moody, A., Horn, C., Willcox, M. & Florence, E. (2021). Arts-Based Methods for Research with Children. Palgrave Macmillan.
• Horn, M. B. & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. San Francisco, CA: Jossey-Bass.
• Iveson, K. (2006). Cities for angry young people? From exclusion and inclusion to engagement in urban policy. B. Gleeson & N. Sipe (Ed.), Creating Child Friendly Cities: Reinstating Kids in the City içinde (s. 49-66). Routledge.
• James, A. (2001). Ethnography in the Study of Children and Childhood. In P. Atkinson, A. Coffey, S. Delamont, J. Lofland & L. H. Lofland (Eds.), Handbook of Ethnography. SAGE Publications Ltd.
• James, A., Jenks, C. & Prout, A. (1998). Theorizing Childhood. Polity Press.
• James, A. & Prout, A. (Ed.). (1990). Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood. Falmer Press.
• Kumpulainen, K., Krokfors, L., Lipponen, L., Tissari, V., Hilppö, J. & Rajala, A. (2010). Learning bridges: Toward participatory learning environments. Helsinki University Print.
• Lipman, M. (1992). On writing a philosophical novel, in studies in philosophy for children. In A. M. Sharp and R. F. Reed (Eds.), Studies in Philosophy for Children. Philadelphia: Temple University.
• Lipman, M. (2003). Thinking in Education. Cambridge: Cambridge University.
• Lundy, L. (2007). “Voice” is not enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal, 33(6), 927-942. https://doi.org/10.1080/01411920701657033
• Lundy, L., McEvoy, L. & Byrne, B. (2011). Working with young children as co-researchers: An approach informed by the United Nations Convention on the Rights of the Child. Early Education and Development, 22(5), 714-736.
• Malone, Karen. (2018). Children in the Anthropocene: rethinking sustainability and child friendliness in cities. London, United Kingdom: Palgrave Macmillan
• Mayall, B. (2002). Towards a Sociology for Childhood: Thinking from Children’s Lives. Open University Press.
• Mayes, E. (2019). The mis/uses of “voice” in (post)qualitative research with children and young people: Histories, politics and ethics. International Journal of Qualitative Studies in Education, 32(10), 1191-1209.
• Montandon, C. (2001). The negotiation of influence: Children’s experience of parental educational practices in Geneva. B. Mayall & L. Alanen (Ed.), Conceptualising Child-Adult Relations içinde (s. 54-69). Routledge.
• Olesen, E.S.B. (2021). Self-Filming as a Method in Youth Research. In T. Wulf-Andersen, R. Follesø, T. Olsen (Eds.), Involving Methods in Youth Research. Studies in Childhood and Youth. Palgrave Macmillan, Cham.
• Østergaard, J. (2021). Photo-Talk and Music-Talk Among Young People (Formerly) in Care. In T. Wulf-Andersen, R. Follesø, T. Olsen (Eds.), Involving Methods in Youth Research. Studies in Childhood and Youth. Palgrave Macmillan, Cham.
• Oswell, D. (2020). Agency. D. T. Cook (Ed.), The SAGE Encyclopedia of Children and Childhood Studies içinde (s. 1473-1474). SAGE Publications.
• Paköz Türkeli, A. (2021). Children in Besiktas District of Istanbul: The Time Spent Outside. Ulakbilge, 57, 272-283.
• Punch, S. (2002). Research with Children: The Same or Different from Research with Adults? Childhood, 9(3), 321-341. https://doi.org/10.1177/0907568202009003005
• Rogoff, B. (2003). The Cultural Nature of Human Development. Oxford University Press.
• Qvortrup, J. (2009). Childhood as a Structural Form. J. Qvortrup, W. Corsaro & M. Honig (Ed.), The Palgrave Handbook of Childhood Studies içinde (s. 21-33). Palgrave Macmillan UK.
• Qvortrup, J., Corsaro, W. & Honig, M. (Ed.). (2009). The Palgrave Handbook of Childhood Studies. Palgrave Macmillan UK.
• Simon, A. (2020). Are Children Interviewees Just Like Any Others? Bulletin of Sociological Methodology/Bulletin de Méthodologie Sociologique, 146(1), 81-98. https://doi.org/10.1177/0759106320908223
• Smith, M. K. (2006). Beyond the curriculum. Fostering associational life in schools. Z. Bekerman, N. C. Burbules & D. Silberman-Keller (Ed.), Learning in places: the informal education reader. Studies in the Postmodern Theory of Education içinde (s. 9-33). New York: Peter Lang.
• Spradley, J. P. (1980). Participant Observation. Holt, Rinehart & Winston.
• Springgay, S. & Truman, S. E. (2018). Walking Methodologies in a More-than-human World: WalkingLab. Routledge.
• Spyrou, S. (2018). Disclosing Childhoods. Palgrave Macmillan UK.
• State of the World’s Children 2019: Statistical tables and interactive dashboard. (2019, Ekim 18). UNICEF DATA. Erişim adresi: https://data.unicef.org/resources/sowc-2019-statistical-tables-and-interactive-dashboard/
• Truitt, A. A. & Ku, H.-Y. (2018). A case study of third grade students’ perceptions of the station rotation blended learning model in the United States. Educational Media International, 55(2), 153-169. https://doi.org/10.1080/09523987.2018.1484042
• Wells, G. (2002). Inquiry as an orientation for learning, teaching and teacher education. G. Wells & G. Claxton (Ed.), Learning for life in the 21st century içinde (s. 197-210). Oxford: Blackwell.
• Worley, P. (2018). Plato, metacognition and philosophy in schools. Journal of Philosophy in Schools, 4(2), 76-91.
• Wulf-Andersen, T., Follesø, R. & Olsen, T. (Ed.). (2021). Involving Methods in Youth Research: Reflections on Participation and Power. Palgrave Macmillan.
• Wyness, M. (2015). Childhood. John Wiley & Sons.
• Vygotsky, L. S. (1978). Mind in Society. Cambridge: Harvard University Press.
• Yılmaz, A. (2021). Discussions on the Research Perspectives and the Children’s Agency in Sociology of Childhood with Relation to Child Actors. Sosyoloji Araştırmaları Dergisi, 24(2). https://doi.org/10.18490/sosars.927280
• Zeiher, H. (2001). Dependent, independent and interdependent relations: Children as members of the family household in West Berlin. B. Mayall & L. Alanen (Ed.), Conceptualising Child-Adult Relations içinde (s. 37-53). Routledge.