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Afet Sonrası İç Göç ve Eğitimde Zincirleme Reaksiyonlar

Year 2023, Issue: 57, 1716 - 1734, 30.09.2023

Ayşegül Atalay

https://doi.org/10.53444/deubefd.1282994
Cited By: 1

Abstract

Doğal afetler son yıllarda giderek daha yaygın hale gelmiş ve büyük ölçekli iç göçe ve eğitim dâhil olmak üzere çeşitli sosyal yönler üzerinde önemli etkilere yol açmıştır. Bu çalışma, doğal afetler sonrasında meydana gelen iç göçün eğitimde yarattığı zincirleme reaksiyonları incelemeyi amaçlamaktadır. Eğitim üzerinde çeşitli etkileri gözlenen iç göçün yarattığı sorun ve fırsatlar çok yönlü ve karmaşık bir konudur. Çalışma özellikle, iç göçün eğitimde meydana gelen mevcut durumuna ve sonuçlarına genel bir bakış sunmayı, iç göç ve eğitim arasındaki ilişkiye ilişkin literatürü gözden geçirmeyi ve iç göçün eğitim üzerindeki zorluklarını ve fırsatlarını tartışmayı amaçlamaktadır. Bir inceleme ve değerlendirme çalışması niteliğindeki bu araştırma, iç göç sonucu başka bölgelerde eğitimine devam eden öğrenciler özelinde eğitim sisteminde pek çok problemin ortaya çıkabileceğini savunmaktadır. Eğitim pratiklerinde zincirleme etkileri olabilecek bu sorunların ortaya konulması, üzerinde düşünülmesi, tartışılması, proaktif bir yaklaşımla tedbirler alınması ve ilgili paydaşlara ulaşılması bakımından önemli bir ihtiyaç doğduğu anlaşılmaktadır. Son olarak, doğal afetlerin ve müteakip iç göçün eğitim üzerindeki etkilerinin uzun vadeli olduğunun kabul edilmesi önemlidir. Yerinden edilmiş öğrenciler, ilk felaketten sonra yıllarca destek ve yardıma ihtiyaç duyabilir. Bu nedenle, iç göçün eğitim üzerindeki zorluklarını ve fırsatlarını ele almak için sürdürülebilir ve uzun vadeli çözümler geliştirmek önemsenmelidir.

Keywords

doğal afetler iç göç eğitim zincirleme reaksiyonlar

References

  • Benner, A., Wang, Y., Shen, Y., Boyle, A., Polk, R., & Cheng, Y.(2018). Racial/ethnic discrimination and well-being during adolescence: A meta-analytic review. American Psychologist, 73, 855–883. https://doi.org/10.1037/amp0000204
  • Cardona, O.D. (2007). Curriculum Adaptation and Disaster Prevention in Colombia. In: Lidstone, J., Dechano, L.M., Stoltman, J.P. (eds) International Perspectives on Natural Disasters: Occurrence, Mitigation, and Consequences. Advances in Natural and Technological Hazards Research, vol 21. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-2851-9_22
  • Dell’Osso, L., Carmassi, C., Massimetti, G., Conversano, C., Di Emidio, G., Stratta, P., & Rossi, A. (2012). Post-traumatic stress spectrum in young versus middle-aged L’Aquila 2009 earthquake survivors. Journal of Psychopathology, 18, 281-289.
  • Dell'Osso, L., Carmassi, C., Massimetti, G., Conversano, C., Daneluzzo, E., Riccardi, I., ... & Rossi, A. (2011). Impact of traumatic loss on post-traumatic spectrum symptoms in high school students after the L'Aquila 2009 earthquake in Italy. Journal of affective disorders, 134(1-3), 59-64.
  • Fan, F., Zhang, Y., Yang, Y., Mo, L., & Liu, X. (2011). Symptoms of posttraumatic stress disorder, depression, and anxiety among adolescents following the 2008 Wenchuan earthquake in China. Journal of Traumatic Stress, 24, 44-53. http://doi.org/cd8njg
  • Ferrari, R. (2015). Writing narrative style literature reviews. Medical writing, 24(4), 230-235. https://doi.org/10.1179/2047480615Z.000000000329
  • Fletcher, J., & Nicholas, K. (2016). What can school principals do to support students and their learning during and after natural disasters?. Educational Review, 68(3), 358-374. http://dx.doi.org/10.1080/00131911.2015.1114467
  • Green, B. N., Johnson, C. D., & Adams, A. (2006). Writing narrative literature reviews for peer-reviewed journals: secrets of the trade. Journal of chiropractic medicine, 5(3), 101-117. https://doi.org/10.1016/S0899-3467(07)60142-6
  • Hayashi, T. (2014). Disaster prevention education in Merapi Volcano area primary schools: Focusing on students’ perception and teachers’ performance. Procedia Environmental Sciences, 20, 668-677.
  • Heikamp, T., Phalet, K., Van Laar, C., & Verschueren, K. (2020). To belong or not to belong: Protecting minority engagement in the face of discrimination. International Journal of Psychology, 55(5), 779-788. https://doi.org/10.1002/ijop.12706
  • Hizli, F. G., Taskintuna, N., Isikli, S., Kilic, C., & Zileli, L. (2009). Predictors of posttraumatic stress in children and adolescents. Children and Youth Services Review, 31(3), 349-354. doi:10.1016/j.childyouth.2008.08.008
  • Johnson, V. A., Ronan K. R., Johnston, D. M., & Peace, R. (2014). Implementing disaster preparedness education in New Zealand primary schools. Disaster Prevention and Management, 23(4), 370-380. DOI 10.1108/DPM-09-2013-0151
  • Juang, L. P., & Schachner, M. K. (2020). Cultural diversity, migration and education. International Journal of Psychology, 55(5), 695-701. doi: 10.1002/ijop.12702
  • Kermanshachi, S., Bergstrand, K., & Rouhanizadeh, B. (2019). Identifying, Weighting and Causality Modeling of Social and Economic Barriers to Rapid Infrastructure Recovery from Natural Disasters: A Study of Hurricanes Harvey, Irma and Maria, No. CTEDD: 018-05 SG
  • Masten, A. S. (2021). Resilience of children in disasters: A multisystem perspective. International journal of psychology, 56(1), 1-11. https://doi.org/10.1002/ijop.12737
  • MEB (2023a). https://www.meb.gov.tr/deprem-bolgesindeki-illerde-ogrenciler-icin-ikinci-donemde-devam-kosulu-aranmayacak/haber/28991/tr Erişim tarihi: 06.03.2023
  • MEB (2023b). https://www.meb.gov.tr/depremden-en-cok-etkilenen-4-ilde-egitim-ogretime-kademeli-olarak-baslanacak/haber/29406/tr Erişim Tarihi: 05.03.2023
  • MEB (2023c). https://www.meb.gov.tr/bakan-ozer-ogretmenlerimizin-zorunlu-calisma-yukumluluklerini-deprem-nedeniyle-1-yil-erteliyoruz/haber/29274/tr Erişim tarihi: 06.03.2023
  • MEB (2023d). https://www.meb.gov.tr/2022-2023-egitim-ogretim-yili-16-haziranda-tamamlanacak-uzatma-yapilmayacak/haber/29460/tr Erişim tarihi: 06.03.2023
  • MEB (2023e). https://www.meb.gov.tr/depremden-etkilenen-ogrencileri-izleme-grubu-olusturdu/haber/29290/tr Erişim tarihi: 06.03.2023
  • MEB (2023f). https://www.meb.gov.tr/depremzede-ogrencilerin-sinif-gecme-notunda-iki-donemde-aldiklari-en-yuksek-puani-esas-alinacak/haber/29699/tr Erişim tarihi: 10.07.2023.
  • Navarro, J., Pulido, R., Berger, C., Arteaga, M., Osofsky, H. J., Martinez, M., ... & Hansel, T. C. (2016). Children’s disaster experiences and psychological symptoms: An international comparison between the Chilean earthquake and tsunami and Hurricane Katrina. International Social Work, 59(4), 545-558.
  • Ndetu, D. K., & Kaluyu, V. (2016). Factors influencing fire disaster management preparedness: A case of primary schools in Makueni County, Kenya. European Journal of Education Studies.
  • Nipa, T. J., Kermanshachi, S., Patel, R., & Tafazzoli, M. (2020, September). Disaster Preparedness Education: Construction Curriculum Requirements to Increase Students’ Preparedness in Pre-and Post-Disaster Activities. In Associated Schools of Construction (ASC) International Conference.
  • Oyeniyi, B. A. (2013). Internal migration in Nigeria: A positive contribution to human development. ACP Observatory on Migration International Organization for Migration. University of the Free State, South Africa.
  • Potter, P. D., Pavlakis, A. E., & Roberts, J. K. (2021). Calming the storm: Natural disasters, crisis management, and school leadership. Journal of cases in educational leadership, 24(2), 96-111. doi: 10.1177/1555458920973695
  • Randolph, J. (2009). A guide to writing the dissertation literature review. Practical assessment, research, and evaluation, 14(1), 13. https://doi.org/10.7275/b0az-8t74
  • Rose, P., & Greeley, M. (2006). Education in fragile states: Capturing lessons and identifying good practice. DAC Fragile States Group. (May, 2006)
  • Sağlam, S. (2006). Türkiye'de iç göç olgusu ve kentleşme. Hacettepe Üniversitesi Türkiyat Araştırmaları (HÜTAD), 5, 33-44.
  • Salim, R. M. A., & Darmayanti, K. K. H. (2020). Striving for the brighter future: an experience of high school students as earthquake victims. International Journal of Evaluation and Research in Education, 9(4), 887-895. doi: 10.11591/ijere.v9i4.20709
  • Stratta, P., Capanna, C., Carmassi, C., Patriarca, S., Di Emidio, G., Riccardi, I., ... & Rossi, A. (2014). The adolescent emotional coping after an earthquake: a risk factor for suicidal ideation. Journal of Adolescence, 37(5), 605-611. https://doi.org/10.1016/j.adolescence.2014.03.015
  • Takahiro, Y., Kota, T., Naoya, F., Yoshihide, S., & Satish, V. U. (2020). Understanding post-disaster population recovery patterns. Journal of the Royal Society Interface, 17(163), 1-9. http://dx.doi.org/10.1098/rsif.2019.0532
  • Tanner, A., & Doberstein, B. (2015). Emergency preparedness amongst university students. International journal of disaster risk reduction, 13, 409-413. https://doi.org/10.1016/j.ijdrr.2015.08.007
  • Tawil, S. and Harley, A. (2004) Education and identity‐based conflict: Assessing curriculum policy for social and civic reconstruction. Education, Conflict, and Social Cohesion. Geneva: UNESCO International Bureau of Education.
  • Topsakal, C., Z. Merey, and M. Keçe. (2013). Göçle gelen ailelerin çocuklarının eğitim-öğrenim hakkı ve sorunları üzerine nitel bir çalışma. Uluslararası Sosyal Araştırmalar Dergisi, 6(27). 546–560.
  • Torani, S., Majd, P. M., Maroufi, S. S., Dowlati, M., & Sheikhi, R. A. (2019). The importance of education on disasters and emergencies: A review article. Journal of education and health promotion, 8, 1-7. doi: 10.4103/jehp.jehp_262_18
  • Uluocak, G. P. (2009). İç göç yaşamış ve yaşamamış çocukların okulda uyumu. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 26, 35-44.
  • UNDRR (2009). United Nations International Strategy for Disaster Reduction (UNISDR). Geneva, Switzerland, May 2009.
  • Watson, P. G., Loffredo, V. J., & McKee, J. C. (2011). When a natural disaster occurs: lessons learned in meeting students' needs. Journal of Professional Nursing, 27(6), 362-369. doi:10.1016/j.profnurs.2011.09.001
  • Whittle, R., Walker, M., Medd, W., & Mort, M. (2012). Flood of emotions: emotional work and long-term disaster recovery. Emotion, Space and Society, 5(1), 60-69. https://doi.org/10.1016/j.emospa.2011.08.002
  • Wolmer, L., Laor, N., & Yazgan, Y. (2003). School reactivation programs after disaster: could teachers serve as clinical mediators?. Child and Adolescent Psychiatric Clinics, 12(2), 363-381. https://doi.org/10.1016/S1056-4993(02)00104-9
  • Xiang, Y., Wang, R., Jiang, Y., & Mo, L. (2016). Relationships among personality, coping style, and negative emotional response in earthquake survivors. Social Behavior and Personality: an international journal, 44(3), 499-507. https://doi.org/10.2224/sbp.2016.44.3.499
  • Zheng, Y., Fan, F., Liu, X., & Mo, L. (2012). Life events, coping, and posttraumatic stress symptoms among Chinese adolescents exposed to 2008 Wenchuan earthquake, China. PloS one, 7(1), e29404. https://doi.org/10.1371/journal.pone.0029404

Internal Migration after Disasters and Chain Reactions in Education

Year 2023, Issue: 57, 1716 - 1734, 30.09.2023

Ayşegül Atalay

https://doi.org/10.53444/deubefd.1282994
Cited By: 1

Abstract

Natural disasters have become increasingly common in recent years, leading to large-scale internal migration and significant impacts on various social aspects, including education. This study aims to examine the chain reactions of internal migration in education following natural disasters. The problems and opportunities created by internal migration, which has various impacts on education, is a multifaceted and complex issue. In particular, the study aims to provide an overview of the current situation and consequences of internal migration in education, review the literature on the relationship between internal migration and education, and discuss the challenges and opportunities of internal migration on education. As a review and evaluation study, this research argues that many problems may arise in the education system for students who continue their education in other regions as a result of internal migration. It is understood that there is an important need to identify, reflect on, discuss these problems that may have chain effects on educational practices, take measures with a proactive approach and reach out to relevant stakeholders. Finally, it is important to recognize that the effects of natural disasters and subsequent internal migration on education are long-term. Displaced students may need support and assistance for years after the initial disaster. Therefore, it is important to develop sustainable and long-term solutions to address the challenges and opportunities of internal displacement on education.

Keywords

natural disasters internal migration education chain reactions

References

  • Benner, A., Wang, Y., Shen, Y., Boyle, A., Polk, R., & Cheng, Y.(2018). Racial/ethnic discrimination and well-being during adolescence: A meta-analytic review. American Psychologist, 73, 855–883. https://doi.org/10.1037/amp0000204
  • Cardona, O.D. (2007). Curriculum Adaptation and Disaster Prevention in Colombia. In: Lidstone, J., Dechano, L.M., Stoltman, J.P. (eds) International Perspectives on Natural Disasters: Occurrence, Mitigation, and Consequences. Advances in Natural and Technological Hazards Research, vol 21. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-2851-9_22
  • Dell’Osso, L., Carmassi, C., Massimetti, G., Conversano, C., Di Emidio, G., Stratta, P., & Rossi, A. (2012). Post-traumatic stress spectrum in young versus middle-aged L’Aquila 2009 earthquake survivors. Journal of Psychopathology, 18, 281-289.
  • Dell'Osso, L., Carmassi, C., Massimetti, G., Conversano, C., Daneluzzo, E., Riccardi, I., ... & Rossi, A. (2011). Impact of traumatic loss on post-traumatic spectrum symptoms in high school students after the L'Aquila 2009 earthquake in Italy. Journal of affective disorders, 134(1-3), 59-64.
  • Fan, F., Zhang, Y., Yang, Y., Mo, L., & Liu, X. (2011). Symptoms of posttraumatic stress disorder, depression, and anxiety among adolescents following the 2008 Wenchuan earthquake in China. Journal of Traumatic Stress, 24, 44-53. http://doi.org/cd8njg
  • Ferrari, R. (2015). Writing narrative style literature reviews. Medical writing, 24(4), 230-235. https://doi.org/10.1179/2047480615Z.000000000329
  • Fletcher, J., & Nicholas, K. (2016). What can school principals do to support students and their learning during and after natural disasters?. Educational Review, 68(3), 358-374. http://dx.doi.org/10.1080/00131911.2015.1114467
  • Green, B. N., Johnson, C. D., & Adams, A. (2006). Writing narrative literature reviews for peer-reviewed journals: secrets of the trade. Journal of chiropractic medicine, 5(3), 101-117. https://doi.org/10.1016/S0899-3467(07)60142-6
  • Hayashi, T. (2014). Disaster prevention education in Merapi Volcano area primary schools: Focusing on students’ perception and teachers’ performance. Procedia Environmental Sciences, 20, 668-677.
  • Heikamp, T., Phalet, K., Van Laar, C., & Verschueren, K. (2020). To belong or not to belong: Protecting minority engagement in the face of discrimination. International Journal of Psychology, 55(5), 779-788. https://doi.org/10.1002/ijop.12706
  • Hizli, F. G., Taskintuna, N., Isikli, S., Kilic, C., & Zileli, L. (2009). Predictors of posttraumatic stress in children and adolescents. Children and Youth Services Review, 31(3), 349-354. doi:10.1016/j.childyouth.2008.08.008
  • Johnson, V. A., Ronan K. R., Johnston, D. M., & Peace, R. (2014). Implementing disaster preparedness education in New Zealand primary schools. Disaster Prevention and Management, 23(4), 370-380. DOI 10.1108/DPM-09-2013-0151
  • Juang, L. P., & Schachner, M. K. (2020). Cultural diversity, migration and education. International Journal of Psychology, 55(5), 695-701. doi: 10.1002/ijop.12702
  • Kermanshachi, S., Bergstrand, K., & Rouhanizadeh, B. (2019). Identifying, Weighting and Causality Modeling of Social and Economic Barriers to Rapid Infrastructure Recovery from Natural Disasters: A Study of Hurricanes Harvey, Irma and Maria, No. CTEDD: 018-05 SG
  • Masten, A. S. (2021). Resilience of children in disasters: A multisystem perspective. International journal of psychology, 56(1), 1-11. https://doi.org/10.1002/ijop.12737
  • MEB (2023a). https://www.meb.gov.tr/deprem-bolgesindeki-illerde-ogrenciler-icin-ikinci-donemde-devam-kosulu-aranmayacak/haber/28991/tr Erişim tarihi: 06.03.2023
  • MEB (2023b). https://www.meb.gov.tr/depremden-en-cok-etkilenen-4-ilde-egitim-ogretime-kademeli-olarak-baslanacak/haber/29406/tr Erişim Tarihi: 05.03.2023
  • MEB (2023c). https://www.meb.gov.tr/bakan-ozer-ogretmenlerimizin-zorunlu-calisma-yukumluluklerini-deprem-nedeniyle-1-yil-erteliyoruz/haber/29274/tr Erişim tarihi: 06.03.2023
  • MEB (2023d). https://www.meb.gov.tr/2022-2023-egitim-ogretim-yili-16-haziranda-tamamlanacak-uzatma-yapilmayacak/haber/29460/tr Erişim tarihi: 06.03.2023
  • MEB (2023e). https://www.meb.gov.tr/depremden-etkilenen-ogrencileri-izleme-grubu-olusturdu/haber/29290/tr Erişim tarihi: 06.03.2023
  • MEB (2023f). https://www.meb.gov.tr/depremzede-ogrencilerin-sinif-gecme-notunda-iki-donemde-aldiklari-en-yuksek-puani-esas-alinacak/haber/29699/tr Erişim tarihi: 10.07.2023.
  • Navarro, J., Pulido, R., Berger, C., Arteaga, M., Osofsky, H. J., Martinez, M., ... & Hansel, T. C. (2016). Children’s disaster experiences and psychological symptoms: An international comparison between the Chilean earthquake and tsunami and Hurricane Katrina. International Social Work, 59(4), 545-558.
  • Ndetu, D. K., & Kaluyu, V. (2016). Factors influencing fire disaster management preparedness: A case of primary schools in Makueni County, Kenya. European Journal of Education Studies.
  • Nipa, T. J., Kermanshachi, S., Patel, R., & Tafazzoli, M. (2020, September). Disaster Preparedness Education: Construction Curriculum Requirements to Increase Students’ Preparedness in Pre-and Post-Disaster Activities. In Associated Schools of Construction (ASC) International Conference.
  • Oyeniyi, B. A. (2013). Internal migration in Nigeria: A positive contribution to human development. ACP Observatory on Migration International Organization for Migration. University of the Free State, South Africa.
  • Potter, P. D., Pavlakis, A. E., & Roberts, J. K. (2021). Calming the storm: Natural disasters, crisis management, and school leadership. Journal of cases in educational leadership, 24(2), 96-111. doi: 10.1177/1555458920973695
  • Randolph, J. (2009). A guide to writing the dissertation literature review. Practical assessment, research, and evaluation, 14(1), 13. https://doi.org/10.7275/b0az-8t74
  • Rose, P., & Greeley, M. (2006). Education in fragile states: Capturing lessons and identifying good practice. DAC Fragile States Group. (May, 2006)
  • Sağlam, S. (2006). Türkiye'de iç göç olgusu ve kentleşme. Hacettepe Üniversitesi Türkiyat Araştırmaları (HÜTAD), 5, 33-44.
  • Salim, R. M. A., & Darmayanti, K. K. H. (2020). Striving for the brighter future: an experience of high school students as earthquake victims. International Journal of Evaluation and Research in Education, 9(4), 887-895. doi: 10.11591/ijere.v9i4.20709
  • Stratta, P., Capanna, C., Carmassi, C., Patriarca, S., Di Emidio, G., Riccardi, I., ... & Rossi, A. (2014). The adolescent emotional coping after an earthquake: a risk factor for suicidal ideation. Journal of Adolescence, 37(5), 605-611. https://doi.org/10.1016/j.adolescence.2014.03.015
  • Takahiro, Y., Kota, T., Naoya, F., Yoshihide, S., & Satish, V. U. (2020). Understanding post-disaster population recovery patterns. Journal of the Royal Society Interface, 17(163), 1-9. http://dx.doi.org/10.1098/rsif.2019.0532
  • Tanner, A., & Doberstein, B. (2015). Emergency preparedness amongst university students. International journal of disaster risk reduction, 13, 409-413. https://doi.org/10.1016/j.ijdrr.2015.08.007
  • Tawil, S. and Harley, A. (2004) Education and identity‐based conflict: Assessing curriculum policy for social and civic reconstruction. Education, Conflict, and Social Cohesion. Geneva: UNESCO International Bureau of Education.
  • Topsakal, C., Z. Merey, and M. Keçe. (2013). Göçle gelen ailelerin çocuklarının eğitim-öğrenim hakkı ve sorunları üzerine nitel bir çalışma. Uluslararası Sosyal Araştırmalar Dergisi, 6(27). 546–560.
  • Torani, S., Majd, P. M., Maroufi, S. S., Dowlati, M., & Sheikhi, R. A. (2019). The importance of education on disasters and emergencies: A review article. Journal of education and health promotion, 8, 1-7. doi: 10.4103/jehp.jehp_262_18
  • Uluocak, G. P. (2009). İç göç yaşamış ve yaşamamış çocukların okulda uyumu. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 26, 35-44.
  • UNDRR (2009). United Nations International Strategy for Disaster Reduction (UNISDR). Geneva, Switzerland, May 2009.
  • Watson, P. G., Loffredo, V. J., & McKee, J. C. (2011). When a natural disaster occurs: lessons learned in meeting students' needs. Journal of Professional Nursing, 27(6), 362-369. doi:10.1016/j.profnurs.2011.09.001
  • Whittle, R., Walker, M., Medd, W., & Mort, M. (2012). Flood of emotions: emotional work and long-term disaster recovery. Emotion, Space and Society, 5(1), 60-69. https://doi.org/10.1016/j.emospa.2011.08.002
  • Wolmer, L., Laor, N., & Yazgan, Y. (2003). School reactivation programs after disaster: could teachers serve as clinical mediators?. Child and Adolescent Psychiatric Clinics, 12(2), 363-381. https://doi.org/10.1016/S1056-4993(02)00104-9
  • Xiang, Y., Wang, R., Jiang, Y., & Mo, L. (2016). Relationships among personality, coping style, and negative emotional response in earthquake survivors. Social Behavior and Personality: an international journal, 44(3), 499-507. https://doi.org/10.2224/sbp.2016.44.3.499
  • Zheng, Y., Fan, F., Liu, X., & Mo, L. (2012). Life events, coping, and posttraumatic stress symptoms among Chinese adolescents exposed to 2008 Wenchuan earthquake, China. PloS one, 7(1), e29404. https://doi.org/10.1371/journal.pone.0029404
There are 43 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Ayşegül Atalay 0000-0003-3079-801X

Publication Date September 30, 2023
Published in Issue Year 2023 Issue: 57

Cite

APA Atalay, A. (2023). Afet Sonrası İç Göç ve Eğitimde Zincirleme Reaksiyonlar. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(57), 1716-1734. https://doi.org/10.53444/deubefd.1282994

Cited By

Afetlerde Göçmen Olmak: 6 Şubat Depremi Hatay Örneği
Mukaddime
https://doi.org/10.19059/mukaddime.1381750
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