Children as Social Researchers: A Resource Book for Teachers and Educators
This resource book is prepared in 2008 as part of the “Children as Social Researchers” project, a project of the Center for the Study of Childhood and Adolescence, a research centre dedicated to the social study of children and childhood, and KTOS, the Cyprus Turkish Teacher’s Trade Union. Post Research Institute researchers, namely Mehveş Beyidoğlu and Dilek Latif, conducted the project.
This project, which was funded by the United Nations development Programme – Action for Cooperation and Trust, was developed to encourage the involvement of children in social research as researchers and to see them become actively involved in the social realities they are surrounded with. Social involvement through research can empower children to become active citizens and to reflect on their world in a way that enhances their democratic participation in the world.
In accordance with the 1989 UN Children Rights Declaration, the project regards children as social actors who contribute to building of their society and have the capacity of undertaking social research. The resource book’s main aim was to help teachers and educators to be the facilitators of this process and to provide them with the methods of involving children in social research. These methods include; Research Project Design, Field Work, Qualitative Interview, Quantitative Data Analysis, Surveys, Qualitative Research Analysis, Effective Report Writing and Dissemination of Research Findings. In addition to these, the book offers useful information on approaches and ethics in social research.
Exploring Europe and Ourselves: Geographies and Identities at Work
This book, which was published in 2008, shares the same name as the project “Discovering Europe and Ourselves: Geographies and Identities at Work” that had been conducted under the partnership between Cyprus European University and POST Research Institute and funded by UNDP-ACT/USAID.
The project aimed to train Cypriot teachers and educators across the divide to use European geography as a way to explore European and Cypriot identities as hybrid, multiple, changing and inclusive.
The first chapter of the book includes two research reports that present the results of the analysis exploring how the Geography is taught in Cyprus and how Europe is described in Geography and Social Sciences syllabuses in primary and secondary education. This is followed by the second report comprising evaluation of the needs of the geography teachers and discussion on policy implications.
In 1-2 February 2008, the project team organized training seminars for teachers from all over the Cyprus on how to use European Geography as a tool for discovering European and Cypriot identities. Full texts of the key note speech, lectures and workshop notes are compiled in the second chapter of this book. Theoretical and pedagogical education material can be found in the third chapter that offers three lesson plans for teachers and exercise papers for students.