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INVESTIGATION OF CLASSROOM APPLICATIONS FOR MULTICULTURAL EDUCATION IN TERMS OF VARIOUS VARIABLES
Prof. Ass. Soner YILDIRIM*,
Prof. Ass. Münevver MUYO YILDIRIM**
*Prizren University “UKSHIN HOTI, Faculty of Education, [email protected]
**Prizren University “UKSHIN HOTI, Faculty of Education, [email protected]
Article history:
Accepted 17 April 2019 Available online 30 April 2019
Keywords:
Multicultural Education, Classroom Practices for Multicultural Education,
Teaching Cultural Differences .
A b s t r a c t
In this study, it was examined whether the teachers' in-class practices towards multicultural education in Kosovo differ according to gender, professional seniority, mother tongue, level and branch variables. Descriptive screening model was used in the study. The study group consisted of 975 Turkish, Albanian and Bosnian teachers working in the provinces of Prizren, Pristina, Mamusha, Reçane and Restelitsa in the 2016-2017 academic year. The education In-Class Practices Scale developed by the researcher as a data collection tool to determine the classroom practices of teachers for multicultural educational practices was applied in this study. The results of the study showed that some variables differed significantly on classroom teaching practices. These are the mother tongue, the level and the branch variables. On the other hand, it was determined that gender and professional seniority variables did not cause a significant difference in classroom practices. As a result of the study, it has been suggested that in-service training for teaching cultural differences for Turkish, Albanian and Bosnian native language teachers, the number of activities aimed at teaching cultural differences in activities related to different cultural values in schools’ textbooks should be increased and new program designs for multicultural education should be developed.
Introduction
Living together with different cultures in different societies, knowledge, skills and experiences gained throughout life enrich the perspective of man. At the same time, it opens the door to a quality life opportunity both socially and economically.
Individuals who have a habit of living in a society with different cultures have the opportunity to be more open-minded, tolerant and alive. Respect for differences, people living in harmony with various cultures, people gain experience in the differences, they can make their lives easier and colorful life experiences can become more colorful (Çiftçi and Aydın, 2014; Malik, 2002). The concept of multiculturalism and multicultural education emerged in terms of individual and cultural differences in education process and started to take part in education (Cırık, 2008).
Nowadays, multicultural and multicultural education represents multicultural education. Multicultural education; argues that all individuals from language, religion, gender, social class, race and
different cultures should have a fair and equal education opportunity (Marangoz, Aydın and Adıgüzel, 2015; Chisholm, 1994). Aydın (2013) states that people living in a harmony with different races, religions, languages are rich, that these values enrich society and produce solutions to the social problems that may arise in the future. In addition, education for cultural differences is seen as a means of producing solutions to problems related to education (Cırık, 2008). According to Banks and Ambrosio (2002), multicultural education is an effort to promote equality and fairness among students from different cultures in schools. The most important goal of multicultural education is to
“restructure the schools and education system and thus to provide students with the knowledge and skills to be treated in different ethnic groups” (Aydın, 2012: 36). Multicultural education has a significant impact in educating students who are sensitive, respectful and tolerant to cultural differences in countries where cultural differences are important and effective.
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CHALLENGES OF FEMALE ENTREPRENEURS IN TRANSITION COUNTRIES: CASE STUDY OF KOSOVO
Prof. Ass. Rrezarta GASHI, MSc. Hana GASHI
AAB College, Faculty of Economics, [email protected] University of Prishtina, Faculty of Economics, [email protected]
Article history:
Accepted 17 April 2019 Available online 30 April 2019
Keywords:
Challenges, Women, Female, Transition, Entrepreneurship, Factors
A b s t r a c t
Opportunely in the time of globalization, female entrepreneurs, including those doing business in countries in transition, are moving towards the booming of their businesses. Apart from the advantages they have in the period their countries are transitioning, female entrepreneurs also are faced with many challenges. These challenges are faced by female entrepreneurs who are doing business in Kosovo, which is in a transition period. The challenges faced by female entrepreneurs in the state of Kosovo, apart from economic factors, are also cultural factors. Given the role of small businesses in the country's economic development, a number of these businesses are run by women, ventures also known as small businesses.
Through this research paper, we will try to highlight the main challenges of female entrepreneurs are facing in countries in transition, and especially in the state of Kosovo, where through the recommendations collected by this research paper, we believe that we will contribute to female entrepreneurs of this country.
Introduction
Worldwide, entrepreneurship is considered as an important segment of the country's economic development. One of the biggest advantages of entrepreneurship is the possibility of creating new jobs, which is particularly important for countries that are in the transition period, to help in strengthening the wellbeing of the citizens.
Female entrepreneurs come up with important concrete ideas that motivate economic growth, economic development and employment (Arbnore Abazi Salihaj, 2018).
Given that Kosovo is a country in transition, a country devastated by war, new ventures are much needed for this country. In addition to the economic development of the country, with the growth of women-led businesses, their empowerment is also important, especially in transition countries, which usually can be considered patriarchal societies like it’s the case in Kosovo.
In addition, the impact of female entrepreneurs on competition, productivity and growth potentials of the country was not acknowledged and therefore women did not have sufficient support from society to achieve their entrepreneurial and managerial potential (Mirjana Radović-Markov, 2015)
There are two reasons why female entrepreneurs deserve academic research (Veland Ramadani, Shqipe Gërguri-Rashiti, Alain Fayolle, 2015):
➢ Female entrepreneurs are known as an inexhaustible source of economic growth, considering the fact that they create jobs for themselves and for the society
➢ Female entrepreneurship has traditionally been betrayed both by the society in general and by social sciences, given that fact that research, policies and programs have been "men streamed"
