Comparison of Social Studies Curriculums in The Context of Globalization: Example of 2018 and Türkiye Century Maarif Model Programs

Abstract

Although globalization dates back a long time as a concept, it has been a matter of the last 50 years regarding the visibility of its outcomes. Therefore, globalization has been examined in education as in every field and has necessitated the adaptation to the change and transformation it has created. The first course to meet this need in the context of education is the Social Studies course. Hence, globalization is a topic covered intensively in the social studies curriculum. This study examined the treatment of globalization in the 2018 Social Studies Educational Curriculum and the Social Studies Curriculum of the Türkiye Century Education Model (TYMM) within a thematic framework incorporating achievement, learning field and class levels. The study aims to reveal how globalization is addressed and its intensity in both programs regarding the knowledge, skills, and values planned to be imparted to students. In the study where qualitative research design is applied, the data collected by document analysis are evaluated by a thematic analysis strategy. In the light of the findings, it is determined that the most frequently covered themes are technology and communication, followed by global citizenship, economic globalization, cultural diversity and interaction. It would not be wrong to say that with the removal of the learning field of Global Connections from the program, the lack of themes addressing global issues such as migration, epidemics and poverty is felt. In general, as promised, the Social Studies Curriculum of the Türkiye Century Education Model (TYMM) has a more national and local perspective than its predecessor. These findings contribute to the literature that explains the inclusion of globalization in Social Studies curricula and how the views of globalization are reflected in the curricula