Referanslar

• Ateş, A., & Ünal, A. (2022). Roman annelerin çocuklarının okullarıyla ilgili deneyimleri. Eğitim ve Bilim, 47 (210). http://dx.doi.org/10.15390/EB.2022.11176 google scholar
• Baysu, G., & Ağırdağ, O. (2019). Turkey: Silencing ethnic inequalities under a carpet of nationalism shifting between secular and religious poles. In P.A.J. Stevens & A.G. Dworkin (Eds.), The Palgrave Handbook ofRace and Ethnic Inequalities in Education. (pp. 1073-1096). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-94724-2_25 google scholar
• Byford, J., Lennon, S., & Russell, W. B. (2009). Teaching controversial issues in the social studies: A research study of high school teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82(4), 165-170. https://doi.org/10.3200/tchs.82.4.165-170 google scholar
• Chancer, S. L., & Watkins X. B. (2006). Gender, race and class- an overview. Blackwell. google scholar
• Collins, J. (1988). Language and class in minority education. Anthropology & Education Quarterly, 19(4), 299-326. https://doi.org/10.1525/aeq.1988.19.4.05x0914d google scholar
• Demirer, S.Ö. (2011). Anthropology as a nation-building rhetoric: The shaping of Turkish anthropology (from 1850s to 1940s). Dialectical Anthropology, 35, 111-129. https://doi.org/10.1007/s10624-010-9210-x google scholar
• Eliasoph, N. (1999). “Everyday racism” in a culture of political avoidance: Civil society, speech, and taboo. Social Problems, 46 (4), 479-502. google scholar
• Essed, P. (2008). Everyday racism. In D. T. Goldberg & J. Solomos (Eds.), A Companion to Racial and Ethnic Studies. (pp. 202-216). John Wiley & Sons, Ltd. https://doi.org/10.1111/B.9780631206163.2002.00020.X google scholar
• Evans, R. W., Avery, P. G., & Pederson, P. V. (1999). The social studies taboo topics: cultural restraint on teaching social issues. The Social Studies, 90(5), 218-224. https://doi.org/10.1080/00377999909602419 google scholar
• Fairclough, N. (1989). Language and power. Longman. google scholar
• Gonsalves, R. E. (2008). Hysterical blindness and the ideology of denial: Preservice teachers’ resistance to multicultural education. Counterpoints, 319, 3-27. https://about.jstor.org/terms google scholar
• Hall, S. (1992). Race, culture, and communications: Looking backward and forward at cultural studies. Rethinking Marxism, 5(1), 10-18. https://doi.org/10.1080/08935699208657998 google scholar
• Hand, M., & Levinson, R. (2012). Discussing controversial issues in the classroom. Educational Philosophy and Theory, 44(6), 614-629. https://doi.org/10.1111/J.1469-5812.2010.00732.X google scholar
• Journell, W. (2012). Teachers’ controversial issue decisions related to race, gender, and religion during the 2008 presidential election. Theory & Research in Social Education, 39(3), 348-392. https://doi.org/10.1080/00933104.2011.10473459 google scholar
• Kello, K. (2016). Sensitive and controversial issues in the classroom: Teaching history in a divided society. Teachers and Teaching: Theory and Practice, 22(1), 35-53. https://doi.org/10.1080/13540602.2015.1023027 google scholar
• Kelly, T. E. (1986). Discussing controversial issues: Four perspectives on the teacher’s role. Theory and Research in Social Education, 14(2), 113-138. https://doi.org/10.1080/00933104.1986.10505516 google scholar
• Kesik, F., Şahin, İ. & Zoraloğlu, Y.R. (2018). Roma Children: Victims of social injustices in education. International Journal of Progressive Education, 14(6), 200-214. doi: 10.29329Zype.2018.179.15 google scholar
• Lund, D. E. (2006). Rocking the racism boat: School-based activists speak out on denial and avoidance. Race Ethnicity and Education, 9(2), 203-221. https://doi.org/10.1080/13613320600696813 google scholar
• Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954-969. https://doi.org/10.1037/0003-066X.41.9.954 google scholar
• Marsch, A. (2008). Ethnicity and identity: who are the Gypsies? European Roma Rights Center Country Reports Series, 17, 21-30. google scholar
• Marsh, A, (2010). The Gypsies in Turkey: History, ethnicity and identity-an action research strategy in practice. In D.L. Bas & T.A. Acton (Eds.), All Change!: Romani Studies through Romani Eyes. (pp. 27-38). Hatfield: University of Hertfordshire Press. google scholar
• McNamee, S. J., & Miller, R. K., Jr. (2004). The meritocracy myth. New York: Rowman & Littlefield Publishers, Inc. google scholar
• Osei-Kofi, N. (2005). A review of: “Payne, R.K. (2003). A framework for understanding poverty.” Equity & Excellence in Education, 38(4), 367-375. https://doi.org/10.1080/10665680500299833 google scholar
• Oulton, C., Dillon, J., & Grace, M. M. (2004). Reconceptualizing the teaching of controversial issues. International Journal of Science Education, 26(4), 411-423. https://doi.org/10.1080/0950069032000072746 google scholar
• Rogers, R. (2011). Critical approaches to discourse analysis in educational research. InR. Rogers (Eds.), Critical Discourse Analysis in Education: A Review of the Literature. (pp. 1-20). Routledge. google scholar
• Rogers, R., Malancharuvil-Berkes, E., Mosley, M., Hui, D., O’, G., & Joseph, G. (2005). Critical Discourse Analysis in Education: A Review of the Literature. In Review of Educational Research, 75 (3), 365-416. google scholar
• Rymes, B. (2016). Classroom discourse analysis: A tool for critical reflection (2nd ed.). Routledge. google scholar
• Somer, M. (2002). Ethnic Kurds, endogenous identities, and Turkey’s democratization and integration with Europe. The Global Review of Ethnopolitics, 1(4), 74-93. google scholar
• Souto-Manning, M. (2014). Critical narrative analysis: The interplay of critical discourse and narrative analyses. International Journal of Qualitative Studies in Education, 27(2), 159-180. https://doi.org/10.1080/09518398.2012.737046 google scholar
• Stradling, R. (1984). The teaching of controversial issues: An evaluation. Educational Review, 36(2), 121-129. https://doi.org/10.1080/0013191840360202 google scholar
• Tunç Cox, A., & Uştuk, O. (2019). The Roma image in the mainstream Turkish audiovisual media: Sixty years of stereotyping. Romani Studies 29(2), 159-179. google scholar
• Uştuk, O. (2021). Roman Kimliğinin Çatışmalı İnşası: “Fotokopi Romanlık” Karşısında Otantik Romanlık. Folklor/Edebiyat, 27(105), 151-165. https://doi.org/10.22559/folklor.1271 google scholar
• Uştuk, O. (2024). Unwanted others of the city: Counter-cultural production of the Roma people of Urla-Turkey, Journal of Intercultural Studies. https://doi.org/10.1080/07256868.2024.2302434 google scholar
• Uştuk, O., & Tunç Cox, A. (2020). Roma people of Turkey re-write their cinematographic images. Ethnicities, 20(3), 501-519. https://doi.org/10.1177/1468796819890463 google scholar
• Van Dijk, T. (1993). Analyzing racism through discourse analysis: Some methodological reflections. In J. H. Stanfield II & R. M. Dennis (Eds.), Race and Ethnicity in Research Methods (pp. 92-134). Sage. google scholar
• Van Djk, T.A., Ting-Toomey, S., Smitherman, G., & Troutman, D. (1997). Discourse, Ethnicity, Culture and Racism. In T. A. van Djk (Ed.), Discourse as social interaction (pp. 144-180). Sage. google scholar
• Wierzbicka, A. (1999). Emotions across languages and cultures. In Emotions across Languages and Cultures. Cambridge University Press. https://doi.org/10.1017/cbo9780511521256 google scholar
• Zürcher, E. J. (2017). Turkey: A modern history (4th ed.). I. B. Tauris. google scholar

Atıflar