Researcher:
Çelik, Çetin

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Çetin

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Çelik

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Çelik, Çetin

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Now showing 1 - 10 of 23
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    Fragile transitions from education to employment youth, gender and migrant status in the EU
    (Routledge, 2019) Filiztekin, Alpay; Oker, Ibrahim; Smith, Mark; Department of Sociology; Department of Sociology; Çelik, Çetin; Gökşen, Fatoş; Faculty Member; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 105104; 51292
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    Social class, institutional habitus and high school choices in Turkey
    (Routledge, 2018) Department of Sociology; Çelik, Çetin; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; 105104
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    The perceptions of ethnic boundaries among Kurdish youth and their destigmatization strategies
    (Sosyoloji Derneği, 2021) Turgut, Serkan; Department of Sociology; Çelik, Çetin; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; 105104
    This study investigates the perceptions of ethnic boundaries and stigma among Kurdish youth, and how they deal with them in an urban context in the western part of Turkey, where they are a minority. It focuses on the daily interactions of Kurdish youth and considers the historical context that shapes those interactions. The research draws on twenty-nine in-depth interviews conducted with Kurdish youth in İzmir between 2017 and 2019. Our findings show that Kurdish youth experience firm ethnic boundaries in their daily lives in both educational and urban contexts. They also reveal that the destigmatization strategies of the respondents are strongly associated with their ethnic indicators and the available historical repertoire. Participants generally used confrontation, strategic silence, assumption of individual responsibility, or avoidance as their main destigmatization strategies. / Bu çalışma Kürt gençlerinin etnik kimlikleriyle ilişkili olarak algıladıkları, deneyimledikleri onur kırıcı ve ayrımcı davranışlara ve bunlarla başa çıkma stratejilerine odaklanmaktadır. Çalışmanın temel amacı Kürt gençlerinin azınlıkta oldukları batı illerinde ve özellikle okul ortamında etnik aidiyetleri kapsamında algıladıkları damga ve ayrımcılık anlatılarını ve bunlarla başa çıkma stratejilerini analiz etmektir. Bu çalışma sıradan bireylerin gündelik yaşam deneyimlerine odaklansa bile bu anlatıların ulusal bağlamın etkisiyle şekillendiğini kabul etmekte ve etnik sınırların oluşmasına etki eden tarihsel süreçleri de dikkate almaktadır. Çalışmanın verileri 2017-19 yılları arasında İzmir ilinin Bayraklı ve Menemen ilçelerinde yaşayan yirmi dokuz Kürt öğrenciyle yapılan yarı yapılandırılmış görüşmeye dayanmaktadır. Alan verileri damga algısı ve buna verilen tepkilerin kişilerin etnik göstergelere sahiplik durumuyla doğrudan bağlantılı olduğunu, etnik sınırların giderek güçlendiğini ve Kürt gençlerinin gündelik yaşamlarında sıklıkla etnik kimlikleriyle bağlantılı sorunlar yaşadıklarını göstermektedir. Görüşmecilerin en sık başvurduğu başa çıkma stratejileri karşı çıkma, bilinçli tepkisizlik, bireysel sorumluluğu üstlenme ve kaçınma stratejisi olarak karşımıza çıkmaktadır.
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    Why we have forgotten about refugee adaptation and why studying it in the Global South is critical
    (Springer, 2021) Department of Sociology; Çelik, Çetin; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; 105104
    This paper first critically assesses the sociology of immigration and refugee studies and demonstrates that they have long ignored refugee adaptation. Immigration studies have focused on the assimilation of labor immigrants and their descendants in the Global North. Refugee studies have developed largely as a depoliticized humanitarian field with attention to refugees in the Global South. The paper, then, reveals the differences between immigrants and refugees in terms of networks, demography, mode of incorporation, and perceptions and argues that these differences result in dissimilar adaptation pathways. The paper finally points out that investigating refugee adaptation in the Global South can significantly modify existing assimilation/integration theories because of the blurry configurations of racial, ethnic, social, cultural, and religious boundaries between refugees and host societies.
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    “Poor but achiever”: social capital, ethnicity, school achievement
    (Eğitim Araştırmaları Birliği, 2018) Department of Sociology; Çelik, Çetin; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; 105104
    This study uses Bourdieu's social capital concept to analyze the impacts of the parental networks on the educational success of their children by comparing student-mother and dropout-mother interviewee pairs living in disadvantaged areas of Istanbul. The findings obtained from the research reveal that; (1) although they live in the same disadvantaged neighbourhoods, students continuing to attend school differ from school dropouts in terms of socioeconomic and ethnic terms; (2) school dropouts are predominantly from Kurdish and Roma families living in marginal poverty; (3) the network structures of the parents of school drop-outs and nondropouts significantly differ in the nexus of socioeconomic resources and ethnicity; and (4) differences in network structures favouring parents of those continuing to attend school are mobilized to improve the school success. This research argues that this differentiation between the two groups regarding opportunities and constraints may be the result of the historical memory of the ethnic groups who occupy differing positioning the ethnoreligious hierarchy of Turkish society. / Bu çalışma Bourdieu’nün sosyal sermaye kavramını kullanarak İstanbul’un dezavantajlı bölgelerinde yaşayan, halihazırda okula devam eden ve kısa bir süre önce okulu terk etmiş öğrenci ebeveynlerinin ağ yapılarını çocuklarının eğitim başarısına etkileri bakımından ayrıntılı olarak analiz etmektedir. Araştırmadan elde edilen bulgular şunlardır: (1) Her ne kadar aynı dezavantajlı mahallelerde yaşıyor olsalar da okula devam eden öğrenciler sosyoekonomik ve etnik açıdan okul terklerden ayrışmaktadır; (2) okul terkler ağırlıklı olarak marjinal yoksulluk koşullarında yaşayan Kürt ve Roman ailelerden gelmektedir; (3) okula devam edenlerin ve okulu terklerin ebeveynlerinin ağ yapıları sosyoekonomik ve etnisite olarak önemli derecede farklılaşmaktadır; ve (4) okula devam edenlerin ebeveynleri lehine olan ağ yapılarındaki farklılıklar, çocukların okul başarısını artırmak için mobilize edilmektedir. Araştırma, fırsat ve kısıtlara ilişkin bu grupsal farklılaşmaların onların Türkiye toplumda uzun süredir işgal ettikleri etnik konumlarının yarattığı bir toplumsal hafızadan kaynaklanabileceğini ileri sürmektedir.
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    Globally aspired, locally constrained; how national education test regime in Turkey shapes middle-class parenting
    (Wiley, 2022) Özdemir, Tuğçe; Department of Sociology; Çelik, Çetin; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; 105104
    This article studies how middle-class parents negotiate globally inspired and classed parenting dispositions with contextual circumstances for transferring their privileges to their children. By drawing on 3-year longitudinal qualitative data from middle-class parents in Istanbul, we show that, first, this class feels insecure in the face of changing its social position in the transformation of the state's political economy and ideological foundations. Second, consistent with patterns reported elsewhere, they generally follow a concerted cultivation style of childrearing - enrolling their children in various extracurricular activities, prompting them to discover or create specific talents, consciously developing their language use and forging their ability to interact with social institutions - to impose a competitive personality on their offspring. Third, however, the early tracking, which may stream their children to disadvantaged upper secondary schools through multiple choice and centralized standardized tests, limits their concerted cultivation process by necessitating test-doing skills. We argue that the Turkish middle class aspires to cultivate their children culturally, but the national testing regime forces them to develop aggressive tactics such as strategically delaying the cultivation process and cutting children's friendships.
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    Forced migration and protection: Turkey's domestic responses to the Syrian refugees
    (Cambridge Univ Press, 2022) White, Holly; Department of Sociology; Çelik, Çetin; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; 105104
    This article investigates how Turkey implements its responsibilities of an international refugee protection regime at policy level, and it focuses specifically on empirical scholarship about the domestic responses to Syrian refugees. While refugee protection draws on the principles of humanitarianism and non-refoulement in general, how it is understood and delivered is complex and situation-specific. In the exponentially growing literature on Syrian refugees in Turkey, the scholarship often takes for granted the policy responses without highlighting their relations with practices. With situational analysis of the secondary documents, this article introduces refugee protection policies and regulations and makes an analysis of domestic responses in different fields concerning Syrian refugees. This critical appraisal finds that Turkey's responses mostly include humanitarian social protection and lack rights-based legal protection. This pushes Syrian refugees into exploitative situations.
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    Kurdish students' perceptions of stigma and their destigmatization strategies in urban contexts in Turkey
    (Routledge Journals, Taylor & Francis Ltd, 2022) Turgut, Serkan; Department of Sociology; Çelik, Çetin; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; 105104
    Contemporary literature has chiefly studied the Kurdish issue from a macro-political perspective. In this paper, we focus on ordinary Kurdish youth's everyday responses to stigma and discrimination from the majority Turkish group and connect them to the macro-political context. Drawing on 29 qualitative in-depth interviews with Kurdish students in Izmir, we document that this group seeks to negotiate their belonging in the face of their characterizations as backward, terrorist, and disloyal. The findings suggest that these youth respond to stigmas, depending on contextual dynamics, by specific destigmatization strategies such as confronting, managing the self, assuming individual responsibility, and avoiding. We argue that ongoing armed conflict stigmatizes Kurds as separatists, and invisible markers between Kurds and Turks make hiding ethnicity the primary destigmatization strategy for Kurds.
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    Parental networks, ethnicity, and social and cultural capital: the societal dynamics of educational resilience in Turkey
    (Taylor & Francis, 2017) Department of Sociology; Çelik, Çetin; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; 105104
    Resilience research has increasingly gained ground in the field of education research, due to its potential for ameliorating inequalities. This article deals with the emergence of educational resilience, with particular attention to parental network structure, by employing a Bourdieusian social and cultural capital approach. While much of the literature discusses resilience normatively as a personal trait, this article frames it as an outcome of larger societal processes. Drawing on a comparative study of the experiences of resilient student-mother and dropout-mother pairs living in inner-city areas of Istanbul, the article illustrates that the emergence of resilience is strongly linked to resources such as parental networks and that parental networks significantly differ along the nexus of ethnicity.
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    The performance of education system in different welfare regimes in school to work transitions: Denmark, France, Spain, Greece, and Turkey
    (Sosyoekonomi Soc, 2020) Department of Sociology; Çelik, Çetin; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; 105104
    School systems and their links with the labor market play an important role in students' success or failure and, consequently, facilitate (or not) their later access to the labor market. This article presents a comparison of the effects of different welfare regimes on school to work transitions. By drawing on an intense desk study and secondary analysis, the article examines five countries with different welfare regime types and reveals how they shape schooling and school to work transitions, particularly for disadvantaged groups. these countries are Denmark (universalistic regime), France (employment-centered regime), Spain, Greece, and Turkey (sub-protective regime). the article also addresses potential policy transfers in the findings.