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An Overview of Textbooks in the Context of Critical Pedagogy: Poverty, Unemployment and Homelessness

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Title: An Overview of Textbooks in the Context of Critical Pedagogy: Poverty, Unemployment and Homelessness
Language: English
Authors: Latif Gökalp, Halime Ünaldi Gökalp
Source: African Educational Research Journal. 2024 12(4):300-319.
Availability: Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Secondary School Curriculum, Secondary Education, Textbook Content, Textbook Evaluation, Textbooks, Textbook Standards, Social Studies, Poverty, Homeless People, Unemployment, Social Bias, Critical Theory, Foreign Countries, Social Justice, Sustainable Development
Geographic Terms: Turkey
ISSN: 2354-2160
Abstract: In today's world, it is a fact that some people want the poor to be helped and some people want poverty to be eliminated. One way to narrow the gap between these two situations is to know what children need. The premise of this study is to evaluate the role of secondary school social studies textbooks in addressing poverty, unemployment and homelessness within the framework of critical pedagogy. In this context, secondary school social studies textbooks prepared by private publishers in Turkey were analysed. In the study, qualitative research method was used and structured approaches to document analyses were applied. As a result of the study, it is seen that the massacres and enslavement of indigenous people in the lands discovered by Europeans with geographical discoveries and colonial activities, and the labour of poor people in unfavourable conditions and the situation of child labourers with the industrial revolution are depicted. Again, it is observed that poverty, homelessness and unemployment come to the forefront due to various natural events, migration, terrorism and wars, and African origin and refugees are depicted as poor. The study reveals the importance of social studies textbooks in terms of illuminating disadvantaged situations, provides a different perspective in the context of critical pedagogy through micro, mezzo and macro analysis of functional definitions, and presents the points that are insufficient in addressing the definitions in question.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1456579
Database: ERIC
FullText Text:
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  Data: An Overview of Textbooks in the Context of Critical Pedagogy: Poverty, Unemployment and Homelessness
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  Data: <searchLink fieldCode="SO" term="%22African+Educational+Research+Journal%22"><i>African Educational Research Journal</i></searchLink>. 2024 12(4):300-319.
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  Data: Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html
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  Label: Abstract
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  Data: In today's world, it is a fact that some people want the poor to be helped and some people want poverty to be eliminated. One way to narrow the gap between these two situations is to know what children need. The premise of this study is to evaluate the role of secondary school social studies textbooks in addressing poverty, unemployment and homelessness within the framework of critical pedagogy. In this context, secondary school social studies textbooks prepared by private publishers in Turkey were analysed. In the study, qualitative research method was used and structured approaches to document analyses were applied. As a result of the study, it is seen that the massacres and enslavement of indigenous people in the lands discovered by Europeans with geographical discoveries and colonial activities, and the labour of poor people in unfavourable conditions and the situation of child labourers with the industrial revolution are depicted. Again, it is observed that poverty, homelessness and unemployment come to the forefront due to various natural events, migration, terrorism and wars, and African origin and refugees are depicted as poor. The study reveals the importance of social studies textbooks in terms of illuminating disadvantaged situations, provides a different perspective in the context of critical pedagogy through micro, mezzo and macro analysis of functional definitions, and presents the points that are insufficient in addressing the definitions in question.
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  Data: 2025
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 300
    Subjects:
      – SubjectFull: Secondary School Curriculum
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Textbook Content
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      – SubjectFull: Textbook Evaluation
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Textbook Standards
        Type: general
      – SubjectFull: Social Studies
        Type: general
      – SubjectFull: Poverty
        Type: general
      – SubjectFull: Homeless People
        Type: general
      – SubjectFull: Unemployment
        Type: general
      – SubjectFull: Social Bias
        Type: general
      – SubjectFull: Critical Theory
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Social Justice
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      – SubjectFull: Sustainable Development
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      – SubjectFull: Turkey
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      – TitleFull: An Overview of Textbooks in the Context of Critical Pedagogy: Poverty, Unemployment and Homelessness
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