Ömer Gökhan Ulum – författare

The climate change crisis is the greatest challenge humanity has ever confronted. As human activities are the most significant cause for this crisis, the solution must come from within humanity. While global movements—NGOs, universities, municipal governments, etc.—are doing their part to combat the crisis, the role of education and technology cannot be emphasized enough. Education is necessary to enhance awareness, especially among the youth, generate solutions, and implement them. Technology contributes to this process by creating climate change-fighting solutions, accumulating and analysing data, and providing energy efficiency. Technology also enables the monitoring of the climate, the mitigation of its effects, and the enhancement of the environment. Therefore, climate change, education, and the use of technology should be addressed as a unit. In this volume, the authors integrate climate change, education, and technological applications.This book is comprehensive and offers readers a variety of perspectives, encouraging the generation of novel and inventive ideas. The collaboration of authors from various disciplines to address the issue brings about novel and intriguing perspectives.

The climate change crisis is the greatest challenge humanity has ever confronted. As human activities are the most significant cause for this crisis, the solution must come from within humanity. While global movements—NGOs, universities, municipal governments, etc.—are doing their part to combat the crisis, the role of education and technology cannot be emphasized enough. Education is necessary to enhance awareness, especially among the youth, generate solutions, and implement them. Technology contributes to this process by creating climate change-fighting solutions, accumulating and analysing data, and providing energy efficiency. Technology also enables the monitoring of the climate, the mitigation of its effects, and the enhancement of the environment. Therefore, climate change, education, and the use of technology should be addressed as a unit. In this volume, the authors integrate climate change, education, and technological applications.This book is comprehensive and offers readers a variety of perspectives, encouraging the generation of novel and inventive ideas. The collaboration of authors from various disciplines to address the issue brings about novel and intriguing perspectives.

This volume investigates ideological and hegemonic practices in globally and locally written English as a Foreign Language (EFL) textbooks, and explores whether these textbooks reflect the values, beliefs and norms of the native-speaker society by examining their ideological components and the hegemonic practices by means of which the source society or state seeks to influence learners of the language. It also attempts to clarify EFL teachers’ and students’ views on the underlying ideology and hegemonic practices in globally and locally written EFL textbooks.   Studies on the relationship between ideology, hegemony and textbooks in applied linguistics have become more prevalent in recent decades, as the emergence of critical theory, critical pedagogy, and critical thinking skills from the 1920s onwards has led scholars to adopt a more critical perspective towards EFL textbooks, especially with regard to elements of ideology and hegemony. These two terms encompass a plethora of components, ranging from nationalism to religion. At the same time, the importance of metanarratives originating from the tenets of modernism has declined from the 1960s onwards, the assumption being that the world has entered a new age called postmodernism and post-structuralism that emphasizes the role of individuals and rejects efforts to reinforce post-colonialism, the effects of which can be seen in EFL textbooks. Accordingly, taking the elements of ideology and hegemony into account remains a vital aspect in the analysis of EFL textbooks.

This volume investigates ideological and hegemonic practices in globally and locally written English as a Foreign Language (EFL) textbooks, and explores whether these textbooks reflect the values, beliefs and norms of the native-speaker society by examining their ideological components and the hegemonic practices by means of which the source society or state seeks to influence learners of the language. It also attempts to clarify EFL teachers’ and students’ views on the underlying ideology and hegemonic practices in globally and locally written EFL textbooks.   Studies on the relationship between ideology, hegemony and textbooks in applied linguistics have become more prevalent in recent decades, as the emergence of critical theory, critical pedagogy, and critical thinking skills from the 1920s onwards has led scholars to adopt a more critical perspective towards EFL textbooks, especially with regard to elements of ideology and hegemony. These two terms encompass a plethora of components, ranging from nationalism to religion. At the same time, the importance of metanarratives originating from the tenets of modernism has declined from the 1960s onwards, the assumption being that the world has entered a new age called postmodernism and post-structuralism that emphasizes the role of individuals and rejects efforts to reinforce post-colonialism, the effects of which can be seen in EFL textbooks. Accordingly, taking the elements of ideology and hegemony into account remains a vital aspect in the analysis of EFL textbooks.

This book problematizes digital divide with critical lens by focusing on education in general and specifically second language education with an emphasis on the context of Turkey based on sound methodologies and robust theories of modernity, postmodernity, post-structuralism and post-method framework.

This book foregrounds silenced voices by correlating refugee experiences with educational practices, while questioning how we address the educational rights of individuals affected by conflicts and wars.