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Abstract


GEÇİCİ EĞİTİM MERKEZLERİNİN SURİYELİ ÇOCUKLARIN UYUMU ÜZERİNDEKİ GİZLİ ADAPTİF ROLLERİ
Migration, in whichever form it takes, can entail experiences of loss and upheaval, yet the mode of migration dictates the very nature and scale of this experiences. Forced immigrants enter the host country under very different circumstances than the voluntary or economic immigrants. This particularly true for Syrian refugees whose experience is dominated by trauma due to the one of the most devastating human exoduses since World War II. Most of Syrian refugees find themselves coping with post-migration challenges with the added load of traumatic events from the past. These circumstances inevitably affect their positioning within the host societies and their subsequent acculturation process. It is generally acknowledged that refugees/migrants upon their arrival to the host country undergo a culture shock process that pertains to phases of transitional stress and acculturation. In the crisis stage of this culture shock process their identity appears to be disoriented and stripped of all protection. Refugees/migrants unwittingly withdraw or distance themselves from the dominant culture as an emotional reaction to the disorientation fomented by the upheaval caused by the stressful transitional period and homoethnic enclaves function as psychological shelters that provide the needed support and security. In this context, this article attempts to situate the schools established by Syrian community in Turkey, temporary education centers (TECs), as they are officially called, within Syrian refugees’ acculturation process in Turkey.

Keywords
Syrian refugees, acculturation, culture shock, temporary education centers.


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