Author(s): Ali Faruk Yaylacı / Language(s): English
Publication Year: 0
Identity, as a theoretical and phenomenological notion, has long been a part of international migration studies (Coll and Falsafi, 2009; Vertovec, 2001). Immigrant identity and belonging has also been a part of the literature on immigrant integration because immigrants’ perception of their own identity and that of the host society influence the processes of integration. Esser (as cited in Sahin, 2010) states that identity is an important dimension of social integration. It is related to an individual’s sense of belonging to a place and a community. In this process, education also has a role to play. Formal education institutions are fundamental arenas for the construction of identity. Indeed, individuals are driven through a systematic process of identity formation at school as determined by the state. In fact, the learning itself is an experience of identity. This applies to immigrants as well.They gain their perceptions of being and identity in the society during their school years. These perceptions influence their integration. Many scholars have stressed that teachers’ personal backgrounds, as well as their identities, impact on their views of teaching. Teachers bring themselves and their personalities into the classroom. The teachers’ backgrounds influence what is taught, interpretations of classroom situations and students’ behaviours, as well as pedagogical decisions (Koopmans, 1999; Mosselson, 2011; Wenger, 1998; Coll and Falsafi, 2009; Smith, 2000; White, Zion, and Kozleski, 2005). Therefore, it is critical to investigate the integration of Turkish immigrants in Europe in relation to the identity of teachers from Turkey. This study aims to shed some light on this process.
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