Browsing by Subject "Curriculum ideologies"
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Item Open Access Guidelines for developing critical media literacy instructional framework: a critical interpretive meta study(Bilkent University, 2021-10) Ündeğer, BerkayCritical reading of the media has become an increasingly important skill in the face of ever-expanding exposure to numerous types of media in all aspects and moments of life in the contemporary world. This thesis sets out to provide an instructional framework for media education in general, and for critical media literacy education in particular based on the frameworks of critical thinking as defined by Davies and Barnett (2015), the approaches of media literacy as defined by Kellner and Share (2007), and the curriculum ideologies as defined by Schiro (2013). This study uses meta-ethnography as the research methodology to examine theses/dissertations and journal articles on critical media literacy instruction to derive second-order interpretations for the purpose of generating third-order interpretations as an instructional framework. The study finds that much of the contemporary research in critical media literacy practice addresses critical thinking as critical pedagogy and as dispositions, and combines aspects of various curricular ideologies by using a variety of different media involving production of alternative media.Item Open Access International mindedness in a national context: analysis of an English coursebook published by Republic of Türkiye Ministry of National Education for Grade 9(Bilkent University, 2024-01) Gezer, Bilge NurIn an era of increasing interconnectedness of the global community, fostering international mindedness has become significant for individuals. Grounded in the principles of multilingualism, intercultural understanding, and global engagement; this study aims to find out the representations of international mindedness by analyzing the Grade 9 English coursebook published by Republic of Türkiye Ministry of National Education. Through a qualitative content analysis, this research emphasizes the role of coursebooks, which are widely used at high schools in Türkiye to maintain consistency in educational content. The findings highlighted a possible relation between international mindedness and Learner Centered ideology, contributing to the holistic development of individuals who are not only academically proficient but also socially conscious and culturally sensitive to global issues. By analyzing the Grade 9 English coursebook, the research also revealed how international mindedness is integrated into the English curriculum, offering insights for educators and policymakers to raise internationally-minded individuals.