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Group Antagonism as a Social Problem in Award-Winning Children’s Books: Stereotype, Prejudice, Discrimination

Year 2023, Volume: 7 Issue: 14, 201 - 224, 31.07.2023
https://doi.org/10.31458/iejes.1218194

Abstract

From the perspective of language and literature education, children’s and youth books should be sensitive to the culture of human rights and democracy and should not endorse group antagonism such as stereotype, prejudice and discrimination. The main purpose of this research is to determine if there are any messages about group antagonisms in the award-winning children’s and youth stories/novels; and to understand the emotional aspect, style, context and content characteristics of those messages. The data source of this general survey model research consists of a total of 34 books that have received awards from various institutions and organizations in the field of children’s and youth literature. In the content analysis, the main category of group antagonism was divided into three subcategories: stereotype, prejudice and discrimination, which were further divided into sub-categories based on emotional aspect, style, context, and content and analyzed in cross-tables. The findings showed that most messages were in the prejudice category. In addition, it was determined that the messages that foster group antagonism were mostly related to the affective dimension and were conveyed in a blatant style and often without malicious intent. Within the scope of this study, it is recommended that fictional books addressing children and young people should address group antagonism with a critical and problem-oriented approach.

References

  • Adorno, T. W. (2011). Otoritaryen kişilik üstüne: niteliksel ideoloji incelemeleri [The authoritarian personality]. (D. Şahiner, Trans.). İstanbul, Turkey: Say Publishing.
  • Allport, G. W. (2016). Önyargının doğası [“The nature of prejudice”] (N. Nirven, Trans.) Sakarya: Turkey: Sakarya Üniversitesi Kültür Yayınları.
  • Aronson, E., Wilson, T. D., & Akert, R. M. (2012). Sosyal psikoloji [“Social psychology”] (O. Gündüz, Trans.) İstanbul, Turkey: Kaknüs.
  • Aslan, C. (2010). An analysis of the presentation of women in 100 basic literary works in Turkey. Eğitim Araştırmaları-Eurasian Journal of Educational Research, 10(38), 19-36.
  • Aslan, C., Karaman-Kepenekci, Y., Doğan-Güldenoğlu, B.N., & Karagül, S. (2016). Analysing the subject of peace in award –winning children’s and adolescent novels in Turkey. Journal of Peace Education, 132(1), 60-78. DOI: 10.1080/17400201.2016.1139558.
  • Baron, R. A., & Byrne, D. E. (2000). Social psychology (9th ed.). USA: Pearson Education Company. Benokraitis, N. V., & Feagin, J. R. (1995). Modern sexism: blatant, subtle and covert discrimination (2nd ed.). US: Pearson.
  • Berry, J. W., Poortinga, Y. H., Brugelmans, S. M., Chasiotis, A., & Sam, D. L. (2015). Kültürlerarası psikoloji- araştırma ve uygulamalar [“Cross-cultural psychology: research and applications”] (P. L. Tosun, Trans. Ed.). Ankara, Turkey: Nobel Publishing House.
  • Bilgin, N. (2016). Sosyal psikoloji sözlüğü: kavramlar, yaklaşımlar. [Social psychology dictionary: concepts, approaches]. İstanbul: Bağlam Publishing.
  • Blum, L. (2002). “I am not a racist but…”: the moral quandary of race. London: Cornell University.
  • Brown, R. (2004). Predudice: its social psychology. UK: Blackwell Publishing.
  • Creany, A. D. (1995). The apperance of gender in award-winning Children’s books (ERIC Document Reproduction Service No. ED391510).
  • Çatalcalı-Soyer, A. (2009). Okulöncesi dönem çocuk hikâye kitapları: Stereotipler ve kimlikler [Storybooks of the pre-school kids: sterotypes and identities]. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(1), 13-27.
  • Çebi, M. S. (2003). İletişim araştırmalarında içerik çözümlemesi. [Content analysis in communication research]. Ankara: Alternatif Publishing].
  • Çuhadar-Gürkaynak, E. (2013). Toplumsal temas: önyargı ve ayrımcılığı önlemek için bir sosyal değişim aracı olarak kullanılabilir mi?. [“Social contact: can it be used as a tool for social change to prevent prejudice and discrimination?”] . In K. Çayır & M. Ayan-Ceyhan (Ed.), Ayrımcılık: çok boyutlu yaklaşımlar [“Discrimination: multidimensional approaches”] (pp. 255-265). İstanbul, Turkey: İstanbul Bilgi Üniversitesi
  • Demirtaş-Madran, H.A. (2013a). Temel beklenti etkisi: Kendini gerçekleştiren kehanet. [The fundamental expectation effect: a self-fulfilling prophecy]. In K. Çayır & M. Ayan-Ceyhan (Ed.), Ayrımcılık: çok boyutlu yaklaşımlar [“Discrimination: multidimensional approaches”] (pp. 29-40). İstanbul, Turkey: İstanbul Bilgi Üniversitesi Yayınları.
  • Demirtaş-Madran, H. A. (2013b). Sosyal kimlik ve ayrımcılık [“Social identity and discrimination”]. In K. Çayır & M. Ayan-Ceyhan (Ed.), Ayrımcılık: çok boyutlu yaklaşımlar [“Discrimination: multidimensional approaches”] (pp. 73-85). İstanbul, Turkey: İstanbul Bilgi Üniversitesi.
  • Düzen, E. (2015). Herkes için kolay ve pratik ayrımcılık, ötekileştirme, dışlama rehberi. [An easy and practical guide to discrimination, marginalization and exclusion for everyone]. Ankara: Pharmakon. [Ankara: Pharmakon Publishing].
  • Erdoğan, M. (2013). Bireysel ve toplumsal bir durum olarak Türkiye’de önyargı ve ayrımcılık [Prejudice and discrimination as an individual and social situation in Turkey]. Doktora Tezi. Karadeniz Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Trabzon. [Doctoral dissertation, Karadeniz Technical University, Social Sciences Institute, Trabzon]. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Flowers, N. (2013). Pusulacık: çocuklar için insan hakları eğitimi kılavuzu [“Compasito: manual on human rights education for children”] (M. Çulhaoğlu, Trans.) İstanbul, Turkey: İstanbul Bilgi University.
  • Fox, R. (1995). The challange of antrophology; old encounters and new excursions. USA: Transactions Publications.
  • Fuat, M. (2000). Demokrasi kültürü. [Culture of democracy]. İstanbul: Adam. [İstanbul: Adam Publishing].
  • Gay, G. (2014). Kültürel değerlere duyarlı eğitim: teori, araştırma ve uygulama [“Culturally responsive teaching: theory, research, and practice”] (H. Aydın, Trans.) Ankara, Turkey: Anı.
  • Gerrig, R. J., & Zimbardo, P. G. (2016). Psikoloji ve yaşam: psikolojiye giriş [“Psychology and life”] (G. Sası, Trans.) Ankara, Turkey: Nobel.
  • Goffman, E. (2014). Damga: örselenmiş kimliğin idare edilişi üzerine notlar [“Stigma: notes on the management of spoile”]. Ankara, Turkey: Heretik.
  • Gökdağ, R. (2016). Sosyal biliş. [“Social cognition”] In S. Ünlü (Ed.). Sosyal psikoloji [“Social psychology”] (pp. 37-54). Eskişehir, Turkey: AÖF.
  • Guillaumin, C. (1995). Racism, sexism, power and ideology. London: Routledge.
  • Gündüz-Şentürk, S. (2015). Okulöncesi dönem çocukları için basılan resimli öykü kitaplarının toplumsal cinsiyete ilişkin kalıpyargılar yönünden incelenmesi [An investigation of picture story books published for preschool children in terms of gender role and stereotyping]. (Master’s thesis, Social Sciences Institute, İzmir). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Gürses, İ. (2005). Önyargının nedenleri. Uludağ Üniversitesi İlâhiyat Fakültesi Dergisi, 14(1), 143-160.
  • Hogg, M. A., & Vaughan, G. M. (2017). Sosyal psikoloji [“Social psychology”] (İ. Yıldız & A. Gelmez, Trans.) Ankara, Turkey: Ütopya.
  • Hortaçsu, N. (2014). Grup içi ve gruplar arası süreçler. [In-group and intergroup processes]. Ankara: İmge Publishing.
  • Iwamoto, W. V. (1996). The portrayal of ethnicity, gender, ages, character roles, and themes in award winning children’s Literature from 1938 through 1995. (Doctoral dissertation, Faculty og School of Education University Southern California, USA). Available from ProOuest Dissertations and Theses database. (UMI No. 9636342).
  • İpşiroğlu, Z. (2013). Gençlerle diyalog: incelemeler-denemeler-söyleşiler. [Dialogue with young people: reviews- essays- interactions]. İstanbul: E Publishing.
  • Jones, M. (2002). Social psychology of prejudice. NJ: Prentice-Hall.
  • Kağıtçıbaşı, Ç. & Cemalcılar, Z. (2016). Dünden bugüne insan ve insanlar: sosyal psikolojiye giriş. [People and human beings from past to present: an introduction to social psychology]. İstanbul: Evrim Publishing.
  • Karagöz, S. (2014). Çocuk romanlarındaki başkişilerin yaşadıkları çatışmaları çözme yöntemlerinin incelenmesi. [Analyse of the main caracters'solution methods for their conflicts in the children's novels]. (Master thesis, Ankara University, Educational Sciences Institute, Ankara). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Karasar, N. (2011). Bilimsel arastırma yöntemi. [Scientific research method]. Ankara: Nobel Publishing.
  • Kayaoğlu, A. (2015). Önyargı. [“Prejudice”]. In S.Ünlü (Ed.), Sosyal psikoloji-II [“Social psychology”] (pp. 50-111). Eskişehir, Turkey: AÖF.
  • Köker, E. & Doğanay, Ü. (2010). Irkçı değilim ama…: yazılı basında ırkçı-ayrımcı söylemler. [I am not racist but...: racist-discriminatory discourse in the press]. Ankara: İnsan Hakları Ortak Platformu. [Ankara: Human Rights Joint Platform].
  • Marquez, M. (2008). Stereotypical emotional expression and its presence in caldecott award winning children’s literature (Doctoral project, Pace University, Department of Psychology, NewYork). Available from ProOuest Dissertations and Theses database. (UMI No. 3329524).
  • Miles, M. B., & Huberman, A. M. (2016). Genişletilmiş bir kaynak kitap nitel veri analizi [ “Qualitative data analysis: an expanded sourcebook”]. (S. Akbaba-Altun, & A. Ersoy, Trans. Ed.). Ankara, Turkey: Pegem Akademi. (1994).
  • Morin, E. (2013). Geleceğin eğitimi için gerekli yedi bilgi [ “Seven complex lesson for the future”] (H. Dilli, Trans.) İstanbul, Turkey: İstanbul Bilgi University.
  • Myers, D. G. (2015). Sosyal psikoloji [“Social psychology”] (S. Akfırat, Trans. Ed.). Ankara, Turkey: Nobel Publishing House.
  • Oskamp, S., Kaufman, K., & Wolterbeek, L. A. (1996). Gender role portrayals in preschool picture books. Handbook of Gender Research [Special Issue] Journal of Social Behaviour and Personality, 11(5), 27-39.
  • Özüdoğru, M. (2016). Eleştirel söylemden eleştirel okumaya. [From critical discourse to critical reading]. Ankara: Publishing.
  • Paker, M. (2013). Psikolojik açıdan önyargı ve ayrımcılık [“Prejudice and discrimination from a psychological perspective”]. In K. Çayır & M. Ayan-Ceyhan (Ed.), Ayrımcılık: çok boyutlu yaklaşımlar [“Discrimination: multidimensional approaches”] (pp. 41-52). İstanbul, Turkey: İstanbul Bilgi Üniversitesi Yayınları.
  • Passer, M. W., & Smith, R. E. (2011). Psychology: the science of mind and behaviour (5th ed.). USA: McGraw Hill.
  • Sever, S. (2018). Sanatsal uyaranlarla dil öğretimi. [Language teaching through the arts]. İzmir: Tudem Publishing.
  • Stone, A. (2015). Feminist felsefeye giriş [“An introduction to feminist philosophy”] (Y. Cingöz & M. Çelik, Trans.) İstanbul, Turkey: Otonom.
  • Tavşancıl, E. & Aslan, E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri. [Content analysis and application examples for verbal, written and other materials]. İstanbul: Epsilon Publishing.
  • Taylor, S. E., Peplau, L. A., & Sears, D. O. (2015). Social psikoloji [“Social psychology”] (A. Dönmez, Trans) Ankara, Turkey: İmge.
  • Ussery, S. R. (2006). A descriptive study of how African Amricans are portrayed in award winning African American children’s Picture books (Doctoral dissertation, Mississippi State University, Department of Curriculum and Instruction, Mississippi). Available from ProOuest Dissertations and Theses database. (UMİ No. 3238945).
  • Ünelöz, G. (2017). Ödüllü çocuk romanlarının toplumsal cinsiyet kalıp yargıları bağlamında incelenmesi. [Investigation of the award-winning children's novels in the context of gender stereotypes]. (Master thesis, Ankara University, Educational Sciences Institute, Ankara). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Vannicopulou, A. (2004). Resimli çocuk kitaplarında kadın karakterler [Female characters in children’s Picture Books]. (D. Çiftçi-Yeşiltuna, Trans.). Ege Eğitim Dergisi, 5(2), 65-73.
  • Whitley, B. E. JR., & Kite, M. E. (2010). The psychology of predudice and discrimination (2nd ed.). USA: Wadsworth Cengage Learning.
  • Yaşın-Dökmen, Z. (2015). Toplumsal cinsiyet: sosyal psikolojik açıklamalar. [Gender: social psychological explanations]. İstanbul: Remzi. [İstanbul: Remzi Publishing].
  • Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. [Qualitative research methods in social sciences]. Ankara: Seçkin. [Ankara: Seçkin Publishing].

Group Antagonism as a Social Problem in Award-Winning Children’s Books: Stereotype, Prejudice, Discrimination

Year 2023, Volume: 7 Issue: 14, 201 - 224, 31.07.2023
https://doi.org/10.31458/iejes.1218194

Abstract

From the perspective of language and literature education, children’s and youth books should be sensitive to the culture of human rights and democracy and should not endorse group antagonism such as stereotype, prejudice and discrimination. The main purpose of this research is to determine if there are any messages about group antagonisms in the award-winning children’s and youth stories/novels; and to understand the emotional aspect, style, context and content characteristics of those messages. The data source of this general survey model research consists of a total of 34 books that have received awards from various institutions and organizations in the field of children’s and youth literature. In the content analysis, the main category of group antagonism was divided into three subcategories: stereotype, prejudice and discrimination, which were further divided into sub-categories based on emotional aspect, style, context, and content and analyzed in cross-tables. The findings showed that most messages were in the prejudice category. In addition, it was determined that the messages that foster group antagonism were mostly related to the affective dimension and were conveyed in a blatant style and often without malicious intent. Within the scope of this study, it is recommended that fictional books addressing children and young people should address group antagonism with a critical and problem-oriented approach.

References

  • Adorno, T. W. (2011). Otoritaryen kişilik üstüne: niteliksel ideoloji incelemeleri [The authoritarian personality]. (D. Şahiner, Trans.). İstanbul, Turkey: Say Publishing.
  • Allport, G. W. (2016). Önyargının doğası [“The nature of prejudice”] (N. Nirven, Trans.) Sakarya: Turkey: Sakarya Üniversitesi Kültür Yayınları.
  • Aronson, E., Wilson, T. D., & Akert, R. M. (2012). Sosyal psikoloji [“Social psychology”] (O. Gündüz, Trans.) İstanbul, Turkey: Kaknüs.
  • Aslan, C. (2010). An analysis of the presentation of women in 100 basic literary works in Turkey. Eğitim Araştırmaları-Eurasian Journal of Educational Research, 10(38), 19-36.
  • Aslan, C., Karaman-Kepenekci, Y., Doğan-Güldenoğlu, B.N., & Karagül, S. (2016). Analysing the subject of peace in award –winning children’s and adolescent novels in Turkey. Journal of Peace Education, 132(1), 60-78. DOI: 10.1080/17400201.2016.1139558.
  • Baron, R. A., & Byrne, D. E. (2000). Social psychology (9th ed.). USA: Pearson Education Company. Benokraitis, N. V., & Feagin, J. R. (1995). Modern sexism: blatant, subtle and covert discrimination (2nd ed.). US: Pearson.
  • Berry, J. W., Poortinga, Y. H., Brugelmans, S. M., Chasiotis, A., & Sam, D. L. (2015). Kültürlerarası psikoloji- araştırma ve uygulamalar [“Cross-cultural psychology: research and applications”] (P. L. Tosun, Trans. Ed.). Ankara, Turkey: Nobel Publishing House.
  • Bilgin, N. (2016). Sosyal psikoloji sözlüğü: kavramlar, yaklaşımlar. [Social psychology dictionary: concepts, approaches]. İstanbul: Bağlam Publishing.
  • Blum, L. (2002). “I am not a racist but…”: the moral quandary of race. London: Cornell University.
  • Brown, R. (2004). Predudice: its social psychology. UK: Blackwell Publishing.
  • Creany, A. D. (1995). The apperance of gender in award-winning Children’s books (ERIC Document Reproduction Service No. ED391510).
  • Çatalcalı-Soyer, A. (2009). Okulöncesi dönem çocuk hikâye kitapları: Stereotipler ve kimlikler [Storybooks of the pre-school kids: sterotypes and identities]. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(1), 13-27.
  • Çebi, M. S. (2003). İletişim araştırmalarında içerik çözümlemesi. [Content analysis in communication research]. Ankara: Alternatif Publishing].
  • Çuhadar-Gürkaynak, E. (2013). Toplumsal temas: önyargı ve ayrımcılığı önlemek için bir sosyal değişim aracı olarak kullanılabilir mi?. [“Social contact: can it be used as a tool for social change to prevent prejudice and discrimination?”] . In K. Çayır & M. Ayan-Ceyhan (Ed.), Ayrımcılık: çok boyutlu yaklaşımlar [“Discrimination: multidimensional approaches”] (pp. 255-265). İstanbul, Turkey: İstanbul Bilgi Üniversitesi
  • Demirtaş-Madran, H.A. (2013a). Temel beklenti etkisi: Kendini gerçekleştiren kehanet. [The fundamental expectation effect: a self-fulfilling prophecy]. In K. Çayır & M. Ayan-Ceyhan (Ed.), Ayrımcılık: çok boyutlu yaklaşımlar [“Discrimination: multidimensional approaches”] (pp. 29-40). İstanbul, Turkey: İstanbul Bilgi Üniversitesi Yayınları.
  • Demirtaş-Madran, H. A. (2013b). Sosyal kimlik ve ayrımcılık [“Social identity and discrimination”]. In K. Çayır & M. Ayan-Ceyhan (Ed.), Ayrımcılık: çok boyutlu yaklaşımlar [“Discrimination: multidimensional approaches”] (pp. 73-85). İstanbul, Turkey: İstanbul Bilgi Üniversitesi.
  • Düzen, E. (2015). Herkes için kolay ve pratik ayrımcılık, ötekileştirme, dışlama rehberi. [An easy and practical guide to discrimination, marginalization and exclusion for everyone]. Ankara: Pharmakon. [Ankara: Pharmakon Publishing].
  • Erdoğan, M. (2013). Bireysel ve toplumsal bir durum olarak Türkiye’de önyargı ve ayrımcılık [Prejudice and discrimination as an individual and social situation in Turkey]. Doktora Tezi. Karadeniz Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Trabzon. [Doctoral dissertation, Karadeniz Technical University, Social Sciences Institute, Trabzon]. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Flowers, N. (2013). Pusulacık: çocuklar için insan hakları eğitimi kılavuzu [“Compasito: manual on human rights education for children”] (M. Çulhaoğlu, Trans.) İstanbul, Turkey: İstanbul Bilgi University.
  • Fox, R. (1995). The challange of antrophology; old encounters and new excursions. USA: Transactions Publications.
  • Fuat, M. (2000). Demokrasi kültürü. [Culture of democracy]. İstanbul: Adam. [İstanbul: Adam Publishing].
  • Gay, G. (2014). Kültürel değerlere duyarlı eğitim: teori, araştırma ve uygulama [“Culturally responsive teaching: theory, research, and practice”] (H. Aydın, Trans.) Ankara, Turkey: Anı.
  • Gerrig, R. J., & Zimbardo, P. G. (2016). Psikoloji ve yaşam: psikolojiye giriş [“Psychology and life”] (G. Sası, Trans.) Ankara, Turkey: Nobel.
  • Goffman, E. (2014). Damga: örselenmiş kimliğin idare edilişi üzerine notlar [“Stigma: notes on the management of spoile”]. Ankara, Turkey: Heretik.
  • Gökdağ, R. (2016). Sosyal biliş. [“Social cognition”] In S. Ünlü (Ed.). Sosyal psikoloji [“Social psychology”] (pp. 37-54). Eskişehir, Turkey: AÖF.
  • Guillaumin, C. (1995). Racism, sexism, power and ideology. London: Routledge.
  • Gündüz-Şentürk, S. (2015). Okulöncesi dönem çocukları için basılan resimli öykü kitaplarının toplumsal cinsiyete ilişkin kalıpyargılar yönünden incelenmesi [An investigation of picture story books published for preschool children in terms of gender role and stereotyping]. (Master’s thesis, Social Sciences Institute, İzmir). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Gürses, İ. (2005). Önyargının nedenleri. Uludağ Üniversitesi İlâhiyat Fakültesi Dergisi, 14(1), 143-160.
  • Hogg, M. A., & Vaughan, G. M. (2017). Sosyal psikoloji [“Social psychology”] (İ. Yıldız & A. Gelmez, Trans.) Ankara, Turkey: Ütopya.
  • Hortaçsu, N. (2014). Grup içi ve gruplar arası süreçler. [In-group and intergroup processes]. Ankara: İmge Publishing.
  • Iwamoto, W. V. (1996). The portrayal of ethnicity, gender, ages, character roles, and themes in award winning children’s Literature from 1938 through 1995. (Doctoral dissertation, Faculty og School of Education University Southern California, USA). Available from ProOuest Dissertations and Theses database. (UMI No. 9636342).
  • İpşiroğlu, Z. (2013). Gençlerle diyalog: incelemeler-denemeler-söyleşiler. [Dialogue with young people: reviews- essays- interactions]. İstanbul: E Publishing.
  • Jones, M. (2002). Social psychology of prejudice. NJ: Prentice-Hall.
  • Kağıtçıbaşı, Ç. & Cemalcılar, Z. (2016). Dünden bugüne insan ve insanlar: sosyal psikolojiye giriş. [People and human beings from past to present: an introduction to social psychology]. İstanbul: Evrim Publishing.
  • Karagöz, S. (2014). Çocuk romanlarındaki başkişilerin yaşadıkları çatışmaları çözme yöntemlerinin incelenmesi. [Analyse of the main caracters'solution methods for their conflicts in the children's novels]. (Master thesis, Ankara University, Educational Sciences Institute, Ankara). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Karasar, N. (2011). Bilimsel arastırma yöntemi. [Scientific research method]. Ankara: Nobel Publishing.
  • Kayaoğlu, A. (2015). Önyargı. [“Prejudice”]. In S.Ünlü (Ed.), Sosyal psikoloji-II [“Social psychology”] (pp. 50-111). Eskişehir, Turkey: AÖF.
  • Köker, E. & Doğanay, Ü. (2010). Irkçı değilim ama…: yazılı basında ırkçı-ayrımcı söylemler. [I am not racist but...: racist-discriminatory discourse in the press]. Ankara: İnsan Hakları Ortak Platformu. [Ankara: Human Rights Joint Platform].
  • Marquez, M. (2008). Stereotypical emotional expression and its presence in caldecott award winning children’s literature (Doctoral project, Pace University, Department of Psychology, NewYork). Available from ProOuest Dissertations and Theses database. (UMI No. 3329524).
  • Miles, M. B., & Huberman, A. M. (2016). Genişletilmiş bir kaynak kitap nitel veri analizi [ “Qualitative data analysis: an expanded sourcebook”]. (S. Akbaba-Altun, & A. Ersoy, Trans. Ed.). Ankara, Turkey: Pegem Akademi. (1994).
  • Morin, E. (2013). Geleceğin eğitimi için gerekli yedi bilgi [ “Seven complex lesson for the future”] (H. Dilli, Trans.) İstanbul, Turkey: İstanbul Bilgi University.
  • Myers, D. G. (2015). Sosyal psikoloji [“Social psychology”] (S. Akfırat, Trans. Ed.). Ankara, Turkey: Nobel Publishing House.
  • Oskamp, S., Kaufman, K., & Wolterbeek, L. A. (1996). Gender role portrayals in preschool picture books. Handbook of Gender Research [Special Issue] Journal of Social Behaviour and Personality, 11(5), 27-39.
  • Özüdoğru, M. (2016). Eleştirel söylemden eleştirel okumaya. [From critical discourse to critical reading]. Ankara: Publishing.
  • Paker, M. (2013). Psikolojik açıdan önyargı ve ayrımcılık [“Prejudice and discrimination from a psychological perspective”]. In K. Çayır & M. Ayan-Ceyhan (Ed.), Ayrımcılık: çok boyutlu yaklaşımlar [“Discrimination: multidimensional approaches”] (pp. 41-52). İstanbul, Turkey: İstanbul Bilgi Üniversitesi Yayınları.
  • Passer, M. W., & Smith, R. E. (2011). Psychology: the science of mind and behaviour (5th ed.). USA: McGraw Hill.
  • Sever, S. (2018). Sanatsal uyaranlarla dil öğretimi. [Language teaching through the arts]. İzmir: Tudem Publishing.
  • Stone, A. (2015). Feminist felsefeye giriş [“An introduction to feminist philosophy”] (Y. Cingöz & M. Çelik, Trans.) İstanbul, Turkey: Otonom.
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Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Esra Uslu 0000-0002-5752-7191

Canan Aslan 0000-0002-0015-286X

Publication Date July 31, 2023
Submission Date December 12, 2022
Published in Issue Year 2023 Volume: 7 Issue: 14

Cite

APA Uslu, E., & Aslan, C. (2023). Group Antagonism as a Social Problem in Award-Winning Children’s Books: Stereotype, Prejudice, Discrimination. International E-Journal of Educational Studies, 7(14), 201-224. https://doi.org/10.31458/iejes.1218194

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