Analysing The Subject of Peace in Award Winning Children S and Adolescent Novels in Turkey

Journal of Peace Education
ISSN: 1740-0201 (Print) 1740-021X (Online) Journal homepage: http://www.tandfonline.com/loi/cjpe20
Analysing the subject of peace in award-winning

childrens and adolescent novels in Turkey
Canan Aslan, Yasemin Karaman Kepenekci, Bilge Nur Doan Gldenolu &
Sedat Karagl
To cite this article: Canan Aslan, Yasemin Karaman Kepenekci, Bilge Nur Doan
Gldenolu & Sedat Karagl (2016) Analysing the subject of peace in award-winning
childrens and adolescent novels in Turkey, Journal of Peace Education, 13:1, 60-78, DOI:
10.1080/17400201.2016.1139558
To link to this article: http://dx.doi.org/10.1080/17400201.2016.1139558
Published online: 26 Feb 2016.
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Download by: [Ankara Universitesi]
Date: 17 March 2016, At: 04:04
Journal of Peace Education, 2016

Vol. 13, No. 1, 6078, http://dx.doi.org/10.1080/17400201.2016.1139558
Analysing the subject of peace in award-winning childrens and

adolescent novels in Turkey
Canan Aslana* , Yasemin Karaman Kepenekcib, Bilge Nur Doan Gldenolua
and Sedat Karagla
Downloaded by [Ankara Universitesi] at 04:04 17 March 2016
a
Faculty of Educational Sciences, Department of Cultural Foundations of Education, Fine
Arts Education, Ankara University, Ankara, Turkey; bFaculty of Educational Sciences,
Department of Educational Administration and Policy, Ankara University, Ankara, Turkey
(Received 12 August 2015; accepted 10 December 2015)

The purpose of this study is to reveal how the concept of peace is addressed
in the national award-winning novels written for secondary school students
within the Republic of Turkey. Data for this study was obtained from child
and youth literature award organizations, associations and publishers within
Turkey. Each group which was researched has been awarding literature prizes
for at least ve years. Books which were researched were chosen from the
award lists from these organizations for the ve-year period of 20092013.
All of the books were utilized in the analyses and all books in this study
were examined as written instruments. The data for this research was evaluated through qualitative research methodology using content analysis. For this
research, the main category peace was analysed based on ve sub-categories including; having human rights, having cooperation, sharing and solidarity, not having prejudice and stereotypes, having conict resolution
and being sensitive to the environment. It can be said that award-winning
childrens and adolescent novels are written in a way that is sensitive in
terms of the ideas of peace and they have the qualities which can generate
the ideas of peace in the hearts of children and adolescences Please check
whether the abstract and keywords have been set correctly.
Keywords: education/learning; human rights; peace theory; teacher professional
development; multidisciplinary
Introduction
Peace is a dynamic and social process and means bringing justice, equality and
respect for human rights to its highest level, as well as, minimizing violence
(Reardon and Cabezudo 2002). It can be dened partially as the absence of war
(negative peace), but it also means having a sufcient level of harmony and justice
in society (positive peace) (Haavelsrud 1996). One of the most important issues
needed in a community is raising peace-loving people and living in peace for
generations. For this reason, it is important to create, develop and ensure that there
is continuity in the understanding of peace by children from an early age. Lasting
peace can be achieved only by providing effective and inspiring peace education
(Aslan 2014).
*Corresponding author. Email: caslan@ankara.edu.tr
2016 Taylor & Francis
61
According to various interpretations and opinions, the concept of peace

education is dened in different ways. In the literature, the components of peace
education are; international education, human rights education, progress education,
environmental education, disarmament education, conict resolution education,
social justice education, living together education and gender equality education
(Brock-Utne 2000; Darder 2014; Harris 2004; Opotow, Gerson, and Woodside
2005).
The aim of peace education is to ensure peace and to live in a peaceful society
where, especially enemies (adversaries), disadvantaged minorities, immigrants, other
ethnic groups or small groups of religious and political groups live together harmoniously (Salamon 2002). Also, in order to raise global citizens who are sensitive to
the world problems requires changing the existing negative thought patterns. Peace
education plays a role in this conversion and the transformation of people and societies from negative ideas to positive ideas, affects the ways of thinking, world
views, moral values, behaviours, relationships and structures that determine public
life (Reardon 1988). Peace education is a means of equipping individuals with the
knowledge and skills for solving conicts creatively, constructively and in a peaceful
manner, as well as, to transform communities into peaceful groups. This can be
ensured via helping individuals independently determine constructive solutions to
their own problems. Even though the main target population is the community, the
change rst begins in the individual (Mansur-Sertel 2007). Peace education aims to
assist students in developing action plans in order to establish a world that is free of
exploitation and social injustice (Monez 1973). Peace education can be delivered in
different ways but the most important consideration is developing a programme
based on the level of the student. Assigning responsibilities, for example, as required
by the programme is useful but also allowing students to observe those who exemplify the correct behaviour is also important (Bretherton, Weston, and Zbar 2007;
Vandenberg 1984).
Starting from an early age, the most important task is creating, developing
and ensuring continuity of an understanding of peace in children. Indisputably,
through curriculum and instruction; educational institutions, educational curriculums and teachers are some of the most important variables in this process
(Aslan 2014). Peace education should be presented in a manner so that it creates
awareness of conicts which arise in everyday life as well as the solutions for
dealing with these conicts. Also, it is important to develop skills for respecting
peace and human dignity at every level of interaction. In order to raise students
as good citizens for their community, country and the world, it is necessary to
use the educational environment as a small model of the world where independence, social justice and participation in decision-making processes become
universal values (Peace Education 2008).
Peace education serves to develop the ability in students to work collaboratively
and to utilize the skills of critical and analytical thinking. Indeed, cooperation is the
only means to resolve serious global issues. Teachers should work to help to
improve students self-esteem, as well as, should inform students of the competitive
structure of the world. Along with this, teachers should provide chances for students
to think about what might be their individual and global role in the changing world
(Brock-Utne 2000). In the process of peace education, educators should adopt an
interdisciplinary approach and conduct both practical and theoretical assignments
which focus on eliminating the culture of war. Many political theorists, peace
62
C. Aslan et al.
educators and conict resolution organizations believe that the worlds public and
private issues can be resolved through mutual negotiation and reconciliation. The
prerequisite of reaching this reconciliation is to better know and understand the concerns, goals and mindset of others (Darder 2014; Papastephanou 2014).
One of the most important resources to use for peace education is qualied literary works for children and adolescents. Literature can aid in students understanding
of the differences among people and cultures, as well as, provide instances of human
emotion and thought, conict and conict resolution and other means to contribute
to an understanding of the beauty which can be achieved through a peaceful life
(Aslan 2014). Literary works can foster sensitivity in young readers by providing a
wealth of examples of positive universal values, such as love, respect, sense of justice, tolerance, respect for human rights and freedoms, independence, helpfulness,
friendship and peace. These values are not necessarily presented clearly but instead
are implied through use of eloquent and verbose language. Literature can also be
enriching to readers by exposing them to different types of people and different
ways of life. Students can learn to understand that different people are living in the
world and they may begin to develop a sense of respect and tolerance toward these
people without even being cognizant of it (Aslan 2013).
Children begin to recognize that events can happen to humans via the characters
they read about in stories. They can learn about developing the appropriate attitudes
or behaviours to take when faced with challenges. They develop awareness for recognizing and understanding the rules and values that determine human and social
life. They begin sensing the virtues which allow human life to be meaningful (Sever
2012). Thus, through literature and culture, a true and lasting peace can be achieved
where a deep and strong trust has been established. Literature and art both play
important roles in the creation of peace education and universal culture of peace (Li
and Yang 2015).
Educational systems and teaching programmes play a crucial role in preparing
students in choosing a life of peace, establishing a peaceful culture instead of a culture of violence, developing a mentality of sharing, showing tolerance and empathy
and solving problems not through violence but through negotiation and collaboration. This process should start early, beginning in preschool, and focus should be
placed on these issues in all areas of the curriculum including; history, geography,
sociology, psychology, philosophy, mathematics, language and literature classes
(Karaman-Kepenekci 1999; Carter 2004; Harris 2004; Harris and Morrison 2003,
48).
In language and literature classes, teachers can use specic teaching strategies in
order to develop a sense of peace in children. For example, they can lead students in
creating a concept map of the conicts which they read about in a story. Then, they
can lead students through evaluating a peaceful resolution to the conict they have
concept mapped. They can encourage students to compose stories or organize and
edit stories that contain conicts in which they solve their conicts in peaceful manner and then celebrate students who successfully complete the task. Students can be
taught about writing their own stories in which diversity among people is accepted
and understood. They can also be assigned to develop a plan in their own school for
establishing their own inclusive community and social group (Carter 2004).
Teachers can use other methods of presenting the topic of peace into their classroom and curriculum. For example, they can present the ideas of both peace and
63
violence into their lessons through literature and music in order to have meaning
contemplation and discussion to gain a better understanding of peace, as well as, the
adverse effects of war in various places and times. Other images, short stories,
videos, cartoons, visuals and/or statistics relating to the topic of peace can be
brought into the classroom for students to use as educational tools. Teachers can
query students regarding what they have seen or hear and prompt them to evaluate
the conict resolutions they observed in the materials they reviewed and also have
students create their own solutions for these conict situations. Teachers can organize story time where children listen to and read stories describing different types of
conicts and their possible solutions. Furthermore, after examining a textbook or
story which presents the importance of peace and/or the destructive effects of war,
teachers can have students write their own thoughts and plans for maintaining a
peaceful world. Real world, objective, news stories about war and the damage it
causes can be shared in class and students can be asked to critique and evaluate the
stories. Students can be asked to identify with a character from the text and interpret
the characters situation from the perspective of peace education. In lessons, students
can be exposed to works which introduce associations, organizations and institutions
which are responsible for promoting and protecting peace on a local and global
level. Literary works from foreign authors can be included in curriculum, and as a
result, this may aid in bridging the gap between cultures and building respect and
understanding for others. A culture of peace can be created among children and adolescents through literature and this may lead to them become adults who are against
terrorism and violence throughout the world (Aslan 2008; Aslan 2014; Luke and
Myers 1994; Karaman-Kepenekci 1999; Li and Yang 2015; Peace Education 2008).
Following review of the research literature it was determined that several studies
had been conducted regarding peace education (Aktan-Kerem and Kamaraj 2007;
Carter 2004; Haavelsrud 2004; Harris 2004; Kyl 2004; Mansur-Sertel 2007;
Pembeciolu-cel 2007; Reardon 1988; Spence and Makuwira 2005; Synott 2005;
Wintersteiner 2004). In Turkey, this was particularly true where many studies investigated the inclusion of peace as a component of human rights in textbooks. For
example, in a study by Karaman-Kepenekci (1999), high school textbooks were
reviewed and the category of peace was determined to be the least mentioned term
in Turkish language and literature textbooks. Aslan and Karaman-Kepenekci (2008)
investigated language textbooks used at primary schools in Turkey and France, comparing how often the topic of human rights was mentioned in the textbooks as well
as taught as a lesson. According to their ndings, the topic of peace was mentioned
more often in Turkish textbooks than French textbooks.
In Turkey and many other countries around the world, there are literary associations, book publishers, and other foundations, organizations and professional groups
rewarding authors for their writing of childrens and adolescent literature. Also, these
groups are supporting the discovery of new and signicant literary works for children,
and the introduction of young readers to the world of literature. Some of these awards
are given to works which present the subject of peace through their childrens and
adolescent literature. For example, since 1953, the Jane Addams ocuk Kitaplar
Award is given every year to works that effectively address issues such as peace,
social justice, social life, securing equality and non-discrimination. Similarly, the
Bar Psikologlar ocuk Bar Edebiyat Awards are presented every two years, and
support literary works which provide peaceful resolutions for personal, regional and
global-level conicts (https://groups.psychology.org.au/awar, 2015).
64
C. Aslan et al.
Adolescence is a critical period to provide peace education because there are

three important factors occurring in adolescents lives; biological changes from puberty, emergence of more advanced cognition and a transition to new roles in society
(Steinberg 2007). For this reason, children going through adolescence are known to
have the ability to think more abstractly. Adolescents going through this period can
take many possible solutions into account and follow through according to a systematic plan. They can demonstrate exibility when solving problems and if a problem
changes they are often open to alternative solutions (Adams 1995). In general situations they are often capable of showing empathy with toward others (Bee and Boyd
2009).
Adolescents begin to think more about hypotheticals, ethics, politics, ideology,
religion, human rights, democracy and other abstract concepts. This way of thinking
can have consequences for adolescents social behaviour. In this stage, they begin
thinking about peace as an abstract concept which also has concrete applications in
conict resolution. Understanding the perspective of others becomes easier during
adolescence (Steinberg 2007). Also, between the ages of 1012 children begin to
play games following established rules, and can also better understand that rules in
games should provide direction and minimize disputes among players. At the same
time, they better understand that rules are simple constructs which are mutually
agreed upon and that a group of individuals can agree to change the established
rules if so desired (Senemolu 2003).
In 20122013, the length of compulsory education in Turkey became 12 years
with three 4-year increments; primary school, middle school and high school. During the middle school years, ages 1114 is a critical period where pre-adolescence
or the puberty period meets adolescence.
As previously described, the middle school years are suitable period for
introducing and providing peace education. The use of high-quality literature
and accompanying educational materials can be utilized for peace education. In
order to create peaceful societies, presenting the topic of peace at the right place
in the literature is important. Also, emphasizing the necessity of solving issues
and conicts in a peaceful manner is of the utmost importance. For this reason,
childrens and adolescent literature must be examined in terms of its contribution
to peace education. The related literature review discovered that there had been
no previous research done on childrens and adolescent novels which contributed
to peace education and had received some type of award from a major organization which supported literary works for children. In other words, there were
not any studies that focused on the award-winning national publications which
focused on the theme of peace. As a result, the aim of this study was to
address how and in which level the expressions related to peace were presented
in the national award-winning literary works produced for children and
adolescents.
Methods
The model of the study
For this study, a qualitative research methodology research design was preferred and
a scanning model approached was utilized.
65
Data collection
In this study, the literary materials researched were only those childrens and
adolescent novels from Turkey which received awards from associations, groups,
organizations and publishers which had presented literary awards for excellence for
at least a ve-year period, 20092013. The novels investigated were reviewed in
terms of how the issue of peace was expressed in the novels text.
In order to support the development of childrens and adolescent literature, as
well as, to contribute to the discovery of new childrens books and also maintain an
opportunity for children to be introduced with quality works of literature many
groups, organizations and publishing houses hold literary competitions. Through
these competitions, authors of childrens and adolescent literature are recognized for
the most outstanding, unique, ground breaking and successful writing, and are presented with awards and prizes. The following publishing houses and organizations
met the criteria for being included in this research; Bu Yaynevi, Glten Dayolu
ocuk and Genlik Edebiyat Vakf, TUDEM Yaynevi and ocuk and Genlik
Yaynlar Dernei (GYD). As a result, the literary works examined in this study
were only selected from those eligible publishers and organizations. The Glten
Dayolu Foundation did not present an award for 2012, so the number of novels
examined was only 19. All of these books were analysed in their entirety without
utilizing sampling. The list of the award-winning childrens and adolescent novels
researched in this study is provided in Table 1.
Table 1. The list of reviewed award-winning childrens and adolescent novels.

Number Title of the Book
Author of the Book
Award
Year
Elma Kabuu
Gizem Pnar Karaboa
2009
Hayalet Ky
Hsnan eker
Mezarlktaki Glge
Miyase Sertbarut
4
5
6
Aydn Arif
Onur Grleyen
Cemil Karakulluku
mit hsan
Bu Yaynevi
2012
Nazl Eray
Mehmet Atilla
Mge pliki
Leyla Ruhan Okyay
Koray Avc akman
Zehra Tapun
Dursun Ege Gmen
GYD
GYD
GYD
GYD
TUDEM
TUDEM
TUDEM
2009
2010
2010
2012
2011
2011
2011
15
16
17
Ildayan
Karaylan
Dler Kasabasnda Bir Yaz
Tatili
Yokluk Bahesindeki Kayp
Melodi
Frej Apartmannn Esrar
Parktaki Gergedanlar
Yalanc ahit
Leylek Havada
Almarpann Gizemi
Tapnan Srr
Bilmecenin zinde Macerann
Peinde
Amberin Zaman Kapsl
Atla
Kibelenin Glgesinde
Glten Dayolu
Vakf
Glten Dayolu
Vakf
Glten Dayolu
Vakf
Bu Yaynevi
Bu Yaynevi
Bu Yaynevi
TUDEM
TUDEM
TUDEM
2013
2013
2013
18
19
Yaasn Har Kardelii

Mevzumuz Derin
Figen Gll
Mercan Aytuna
Yasemin Ycesoy
Gndoan
Behi Ak
Ahmet Bke
GYD
GYD
2013
2013
7
8
9
10
11
12
13
14
2011
2013
2012
2012
2012
66
C. Aslan et al.
Data analysis
In this study, all literature was examined as a written instrument. Thus the
methodology of content analysis was the preferred method utilized for analysing
the research data. Content analysis is used in this research for analysing both
the written and verbal contents. Through content analysis the aim was to determine how often a written or uttered expression was repeated. It also aided in
investigating the social reality of the text by allowing for inferences to be made
regarding the open and/or hidden nature of the texts. Open content consists of
statements that are overt, clear and obvious. While hidden content means the
underlying expression is covert or not very clear and obvious (Balc 2009;
Krippendorff 2004; Neuendorf 2002; Tavancl and Aslan 2001; Yldrm and
imek 2006). In this study, the categorical analysis technique is utilized as
one of the content analysis methodologies. Through the categorical analysis
technique very often a particular portion of text or message is divided into units
which are then grouped according to some predetermined criteria. Then the
frequency of these categories is calculated (Tavancl and Aslan 2001).
In this study, the categories were created through a deductive approach. For
example, in order to validly evaluate the literary works the rst step was to review
all prior literature covering all aspects of each topic (Gke 2006). For this study,
the subject of Peace was established as the unit of analysis (the main category).
The subject of peace was divided into ve subcategories including; having human
rights, having cooperation, sharing and solidarity, not having prejudice and
stereotypes, having conict resolution and being sensitive to the environment. In
this study, these subcategories are dened in the following manner;
(a) Having human rights:
having justice and equality
respect for rights (legal rules)
ensuring justice in all areas of social life (such as income and working
conditions)
achieving religion, language, race and gender equality among people and
members of society; the lack of any kind of discrimination in relationships
having tolerance, respect and brotherhood
having the awareness of the coexistence of different cultures
having a regular, safe and peaceful life, (peaceful relations) and social
cohesion between individuals and community members
not having negative (intolerant, disrespectful, lack of a sense of brotherhood) forms of relationships, war, hatred, anarchy, aggression, confusion
and tension
(b) Having cooperation, sharing and solidarity:
individuals being able to work together for common objectives and
interests
sharing resources
supporting each other and having mutual connections in terms of feelings
and thoughts
(c) Not having prejudice and stereotypes:
not holding prejudice towards individuals and communities without prior
experience or knowledge
67
(d) Having conict resolution:

solving conicts and problems via peaceful means
showing empathy
having anger management skills and reconciliation
(e) Being sensitive to the environment:
preventing environmental pollution
being conscious of protecting a social and ecological balance
To begin the analysis portion of this study, three novels were randomly chosen
(Yalanc ahit, Elma Kabuu and Bilmecenin zinde Macerann Peinde) and
then examined by researchers in terms of specied predetermined subcategories.
This preliminary examination revealed that the pre-established subcategories were
accurate and comprehensive.
In this study, content analysis was the preferred methodology utilized for the data
analysis. Through the categorical analysis technique subcategories were classied
according to their positive or negative attributes. According to the designated
characteristics, frequencies of the subcategories were identied in each sentence. As
discussed previously, the open (overt) and hidden (covert) contents of portions of
text were analysed to determine these frequencies. Words and specied phrases in
each sentence that explained the corresponding subcategories and sentences directly
describing meanings were also identied. Each subcategory located in a sentence
received a point according to its density.
To assure the reliability of this study, three novels (Yalanc ahit, Elma Kabuu,
and Frej Apartmannn Esrar) were randomly selected and coded according to the
specied subcategories by the researchers together until they had reached a certain
level of consensus. As a result of this analysis the researchers gained a reliability
level of 86%. An acceptable level of research reliability should be a minimum of
70% consensus among all coders (Hall and Houten 1983). As a result, it can be stated that the novels were coded at an acceptable level of reliability. To ensure the
validity of this study, samples were not taken from the literary works. Instead, all of
the novels were coded without subtracting any pages and/or chapters.
The points given to each category are presented as frequencies, percentages and
density points. For each literary work/novel that was reviewed and scored the following formulas were applied;
Category % = (Frequency of Category/Total frequency of all categories) 100
Category Density Points = Frequency of Category/Average of Total Word Count.
The average word counts which were used to calculate a density score was determined by multiplying the number of pages with the number of words from three
selected pages (one from the beginning, the middle and the end of each novel).
Interpreting very small density scores proved difcult, so all subcategories were
multiplied by 1000 when calculating the density scores. As a result, the evaluation
and scoring became more convenient and feasible. The data obtained were interpreted through use of statistical analysis.
Findings and comments
The award-winning childrens and adolescent novels for middle school age students
which were examined according to subcategories based on the expressions related to
peace are listed in Table 2.
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C. Aslan et al.
Table 2. Distribution of award-winning childrens and adolescent literatures sub-categories

frequency (F), percentage (%) and density score (DS).
Sub-categories
Having human rights
Having cooperation, sharing and
solidarity
Not having prejudice and stereotypes
Having conict resolution
Being sensitive to the environment
Total
DS
+ 1567 24,7 64,3

2709 42,7 107,2
+ 701 11,1 29,6
72
1,2
2,9
+
79
1,3
3,1
438
6,9 17,9
+ 288
4,6 13,1
117
1,7
5,0
+ 278
4,4 11,7
87
1,4
3,9
6336 100,0 258,7
Total
f
Total
%
Total
DS
4276
67,4
171,5
773
12,3
32,5
517
8,1
21,1
405
6,4
18,1
365
5,8
15,6
6336
100
258,7
*The average number of words in all of the examined books was 460,627.
According to Table 2, the subcategory of having human rights was most often
negatively used in the childrens and adolescent novels which were reviewed,
(DS:107,2). The following are examples of sentences which exemplied the negative use of human rights in the reviewed texts.
We were not able to write letters, read newspapers or books and watch TV. They were
forbidden. (Number 10, 78)
They ran away from home, they are living on streets Some ran away due to the
beating in the house, some due to the curiosity of Istanbul like their friends No one
can nd them here, even their mothers They do not have money; they can not eat
food too. (Number 11, 41)
I hear that people have gathered a huge army. I think soon there will be a war. In the
case of war everyone suffers even the ones who are not related to it. (Number 5, 132)
He-she said, I cant sit in the same place with this slave. (Number 4, 143)
I was being roughly pushed around and was thrown toward the Queen like a slave.
Like a worthless person. (Number 6, 113)
Enough, I am exhausted to work for these people for all this time. They get rid of people in the slightest crisis. (Number 12, 11)
Im not a Roman slave! (Number 17, 129)
Would I be beaten, lying in vomit, living difcultly and being in trouble at work or
would I be someone respected? (Number 19, 152)
According to Table 2, the positive subcategory of having human rights was the
second most observed in the reviewed childrens and adolescent novels, (DS: 64,3).
The following are examples of sentences which exemplify the positive use of human
rights in the texts.
Around here, we do not do such things. There is justice here. (Number 7, 75)
They were like friends rather than a master and a slave. (Number 4, 143)
Being unselsh and a loving and caring person can bring a feeling of doing something
for humanity. (Number 4, 214)
69
He/she taught that a loving glance and a smile are worth more than anything. (Number
2, 101)
Equality! Democracy! Ephesus will govern itself! A Peoples Assembly should be
established! Corruption should be ended! Ephesians want to be their own bosses.
(Number 13, 5051)
Love, respect, courtesy! (Number 14, 101)
They shouted, Long live the Brotherhood! (Number 18, 99)
The positive use of the subcategory of having cooperation, sharing and solidarity
(DS: 29,6) is provided in the third row of Table 2. The following sentences offer
examples from this subcategory.
At that time I realized what really affected the ward; being able to stand side-by-side.
(Number 10, 100)
Now there is the joy of sharing things. (Number 1, 18)
I just tried to say that I was sharing their pain. (Number 7, 59)
The people of the village accepted him/her and did not hesitate to share their food and
places to stay. (Number 4, 96)
Sharing with you gave me some relief. (Number 13, 103)
They pointed out that selshness and vanity will lead to bad consequences and sharing
on the other hand will lead us to be in better condition. (Number 6, 143)
Tears are wiped, bread was divided, and even the peeved ones became friends.
(Number 14, 49)
On that day, three of them planted seeds together until the evening. (Number 12, p .90)
On the beach, everyone was rushing and struggling to help each other. (Number 17,
p .86)
The negative use of the sub-category of not having prejudice and stereotypes (DS:
17,9) is provided in the fourth row of Table 2. The following sentences offer examples from this sub-category.
Come on, Come on, I know people like you. All of a sudden you steal something.
(Number 3, 19)
Oh my! Old people do not even remember what they ate yesterday. (Number 14, 46)
You do not trust me? Do you? All these are happening because I cannot y? Isnt it?
(Number 16, 34)
They said, A Gypsy does not work in the food business. Didnt he found another
man? (Number 19, 90)
My dad denitely wont give permission, he even thinks that the birdman is crazy.
(Number 12, 30)
Im sure you havent even watered a plant yet. (Number 14, p .47)
The positive use of the sub-category of having conict resolution (DS: 13,1) is
provided in the fth row of Table 2. The following sentences offer examples from
this sub-category.
Gredo did allow the soldiers to do anything foolish. (Number 5, 177)
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C. Aslan et al.
The cop said, You can tell it at the station! Finally, they came to the district police
station. (Number 3, 82)
But he needed to have real evidence in hand to arrest him. Finally, he decided to make
a phone call to the public health lab... There was nothing to do. The Commissioner has
freed three people who were in custody. (Number 3, 8384)
Im calling the police now you are threatening the health of the people.
(Number 3, 97)
They decided to inform the related parties and return what was taken. (Number 19, 64)
The positive use of the sub-category of being sensitive to the environment (DS:
11,7) is provided in the sixth row of Table 2. The following sentences offer examples from this subcategory.
We are surrounded by machines. We are trying to balance natural life and articial
life by coming here Getting out of houses that are like sealed jars is very nice.
There is air, oxygen, the Sun, the moon and stars outside. What else do you want?
(Number 9, 125)
It is called, Kyceiz Lake. It is surrounded by reeds Hundreds of species of birds
also choose here as their habitat. (Number 12, 35)
I have learned from listening to the sounds of the forest. The world we live in does
not belong to us and we actually owe a lot to the animals living in the forest.
(Number 12, 153)
But my sweetie cannot hurt any living creature, cannot hurt a kitten and cannot even
pluck a ower from its stem. (Number 7, 47)
The negative use of the subcategory of having conict resolution (DS: 5,0) is provided in the seventh row of Table 2. The following sentences offer examples from
this subcategory.
For the rst time they must be really angry. For the rst time they did not allow people
to take food on a tray to him. (Number 2, 7)
No response came for Oyas e-mail to the animal lovers association. (Number 3, 122)
They responded to the call, Surrender with re. (Number 19, 142)
The negative use of the subcategory of being sensitive to the environment (DS:
3,9) is provided in the eighth row of Table 2. The following sentences offer examples from this subcategory.
My wise guide says, Sometimes people cannot see what is standing right in front of
them. They cut a beautiful tree because its blocking the view. (Number 7, 62)
Im about to die of thirst. My soil cracked and had been dry. My leaves were slightly
wilted; my owers could not stand still. Now I have no power. Fern was half conscious
beside me. (Number 8, 99)
For some reason, the adults were not able to recognize that nature is a part of life.
(Number 4, 122)
The positive use of the subcategory of not having prejudice and stereotypes (DS:
3,1) is provided in the ninth row of Table 2. The following sentences offer examples
from this subcategory.
71
Fish Oya silenced the surrounding noise. Enough, you stretched and exaggerated the
issue. She is a candle-maker. So I guess she is burning and making something in the
process of making candles. Do not write a horror movie scenario. (Number 3, 35)
Kemik Aziz recalled the womans strawberry print pattern kitchen apron. How can a
person wear such an apron and be evil to cats? I dont think so The woman always
produces and sells candles. What will she do with cats? (Number 3, 71)
I think we will get along well with my aunt. I dont think it will be that bad. (Number
6, 26)
It should be a place where good kids like Katre become brighter. (Number 6, 75)
The negative use of the subcategory of having cooperation, sharing and solidarity
(DS: 2,9) is provided in the 10th row of Table 2. The following sentences offer
examples from this subcategory.
They didnt even come to help the girl moving who had originally asked them to give
up. (Number 3, 21)
The mechanic said, Im sorry. I cant do anything for them. That is all. (Number 18,
5152)
In each of the literary works which were examined, intolerance, disrespect and any
form of discrimination or prejudice were not approved of. Also, the necessity of
resolving conicts through peaceful means was emphasized. In these novels there
were sentences which directly pointed out the negative effects of war. The following
are examples of these types of sentences.
My grandfather was afraid of war. War was invented to shorten peoples life. However,
he wanted to live a long and healthy life. He was going in-and-out of houses, climbing
trees in gardens, eating fruit from the branches. There was only one rule to extend
ones lifespan; Peace. Constantly peace! Peace with nature, people, self, animals.
(Number 18, 65)
What is the value of ghting when living in peace exists? The end of the ght
brings bad results to both sides. It does not bring prot. (Number 4, 177)
Discussion
Childrens and adolescent literature should communicate to its readers without compromising its literary integrity. Also, it is necessary that these literary works consider
the realities of life and the human experience. According to the development levels
of its readers, the literature prepared for children and adolescents should lead to their
awareness of problems that exist in life, such as illness, death, divorce, natural disasters and so forth. War and its causalities are also realities that young readers should
be exposed to through the appropriate literary works (Aslan 2014). From this perspective, it can be stated that the award-winning novels which were examined for
this research were written in a sensitive tone and addressed the topic of peace in its
proper terms and aid in creating peace in the hearts of its young readers throughout
Turkey.
When the topic of peace is discussed in terms of its subcategories it can be
observed that in the examined novels the subcategory of human rights was primarily used in both positive and negative ways. The most important reason for determining the negative use of human rights in these novels is that human rights
violations are especially evident in both fantasy and realistic novels. In other words,
72
C. Aslan et al.
having real-life situations like war, lack of respect, intolerance and a loveless world
presented in these novels allow readers to understand that these aspects can be experienced in the real world. Unfortunately, these negative situations are witnessed
almost in every aspect of real life. For example, in the novel titled Yalanc ahit
workers were depicted doing factory work for long hours under harsh and unhealthy
conditions for very low wages. What happens to them when they attempt to change
their situations is a reection what often occurs in real life. These experiences have
exact counterparts in reality. In the novel Elma Kabuu, Nehirs father and uncle
had to quit school because of the poverty they were experiencing. Rzgar had to
collect papers at a very young age and this provides readers an example of child
labour which is contrary to childrens and human rights. Unfortunately, at some
points in time and in some places in the world these conditions exist in real life.
In novels, statements and constructive messages regarding what should be done
in order to protect human rights are presented by authors and can cause an intense
and positive reaction to human rights. For example, in the novel called Tapnan
Srr people of Ephesus want equality and democracy, so they make an effort in that
direction. Also, in Egypt people approach Melissa and Kares with tolerance. These
events can be provided as examples of the positive use of human rights. While, in
the novel called Yokluk Bahesindeki Kayp Melodi its emphasized the need to
be sensitive to all creatures in nature and that all creatures have a right to live. In
the novel, Karaylan, despite there being lots of aggressive behaviour there was no
afrmation of these behaviours. Instead, it was made clear to the reader that these
aggressive behaviours were not the correct behaviour. In this novel, the negative
consequences of being away from the brotherhood of humanity and loving others,
such as lying, stealing, slandering others and killing people were show to be incorrect. Importance was given to love, respect and brotherhood with others. In the
novel called Bilmecenin zinde Macerann Peinde, young readers receive a message that people can look different than you do but these differences are not a negative thing and diversity is a positive. These differences make up the richness of our
world. In the novel Hayalet Ky the importance of human rights, equality and tolerance are stressed. The main character, Jasmin, is a spoiled child who treats her
nanny and maids poorly. She is not happy with what she has been given and doesnt
understand how to show love and respect. Her grandfather though tricks Jasmin into
showing respect for human rights. This example proves to be one of the most important examples found in the category of positive human rights.
Words and expressions that reect ideas that can be grouped in the subcategory
having cooperation, sharing and solidarity are often included in novels. The characteristics of collaboration, sharing and solidarity are very positive and important
personality traits. Ensuring that children and adolescents develop these personality
traits as part of their character is of great importance and can lead them to live in a
more peaceful environment. For example, in the novel Kibelenin Glgesinde the
main character (Demirhan) meets Tudo by coincidence, and Demirhan nds himself
embroiled in a plot full of twists and turns. Tudo comes from another time period
and Demirhan takes on a challenging adventure with Tudo. Their quest is to return
the black stone to Kibele, the Mother Goddess of Anatolia, protector of the wild and
symbol of fertility. With the aid of Perikles, the duo is able to complete their challenge and return the black stone. All the events that transpire in the story of their
challenge stress the importance of collaboration and cooperation among people. In
another example, the novel, Frej Apartmannn Esrar, Nazls serious struggle to
73
save her friend Osman emphasizes the important nature of friendship, cooperation
and solidarity. Also, in the novel called Dler Kasabasnda Bir Yaz Tatili the character Okan does his best to help Tahmas be reunited with his girlfriend, and the
Aunt and other friends help Okan who is trapped in his sleep. For young readers,
these helpful behaviours between characters in the novel stories are extremely
important because it highlights the value of peace and solidarity.
Words and expressions that reect the ideas grouped in the subcategory not
having prejudice and stereotypes are frequently included in novels. Prejudice is
dened as previously acquired positive or negative judgements based on certain
circumstances, events and images with regards to a person or a thing (TDK
Turkish Dictionary 2011, 1856). According to Bakrcolu (2012, 648649), prejudice reinforces negative stereotypes against an individual, object or group and leads
to an increase in hostile feelings towards the object or person(s). Prejudices differ
greatly from attitudes because a prejudice fails on its merits as a result of not being
developed through direct and valid information. Similar to other attitudes a prejudice
is formed through socialization and learning but due to misconceptions about an
individual or a group a negative perception can be formed. Some consider prejudice
to be a negative personality trait and unfortunately prejudice has emerged throughout history, past-to-present, as part of our human reality. As a result, reecting this
unfortunate reality in childrens and adolescent novels is natural, necessary and an
important issue in terms of informing young readers about the facts of the human
experience. What is most important about providing this message to young readers
is that prejudice is a negative personality trait which should be avoided.
When these novels are reviewed it may appear to some that each story is promoting a message of prejudice. This is an incorrect assumption though because, for
example, in the novel Mevzumuz Derin the adverse situations such as injustice
and inequality presented are based on historical reality and it is stressed that these
are these are the characters experiences and responses. Also, in the novel some people humiliate the character Barbo for being a so-called gypsy and as a result discriminate against him and do not hire him for work. What is important though is that the
character Bedo does not have these same prejudices and does not discriminate.
Actually, the message is clear in these novels, that having prejudices and stereotypes
are wrong. For example, the character Feyzi Hoca known as Mad Hasan in the novel
Ildayan makes it clear that prejudging and discriminating against people is
wrong. Also, in the novel Mezarlktaki Glge the message to readers is that prejudice is not correct and these attitudes can hold people back and dont contribute to a
peaceful environment. The main character in the novel Atla is Kaf who is an
angel that is unable to y. Therefore, the angels around her and even her father often
exclude her due to her being a so-called failure and useless asset to the group. Over
time Kaf practiced intensely and she not only learned to y but she also became a
very successful angel. The moral of this novel is that through persistence and hard
work people who have been unsuccessful can ultimately turn things around and
achieve their goals. Young readers can also learn that holding prejudice towards
others and being overly opinionated in a negative sense is not the correct thing to
do. It is clear in another novel Leylek Havada that it is inappropriate to discriminate towards others who are considered different. The character Aya initially
believes foreign tourists are strange and different but following her own trip to
Germany she realizes that people from differing nationalities are hospitable people
and not as different as she had initially believed.
74
C. Aslan et al.
In the novels that were reviewed the words and expressions from the subcategory
of having conict resolution were stressed to a lesser extent. Unfortunately, conicts can occur at any time or location around the world. Conicts can be part of
our social life, can be covert or overt, have short or long duration and can occur on
the international, national, local or organizational level. Conicts can have a dramatic impact on the world and can lead to serious social and ecological changes
which can lead to unavoidable problems such as migration, political upheaval, ethnic
and religious violence and poverty (Opotow, Gerson, and Woodside 2005). Solving
conicts encountered in our daily life in the appropriate manner by avoiding
violence, using the proper communication skills, not deviating from the rule of law
and trusting in justice are the necessary components of living a peaceful life. When
conicts are resolved inappropriately and often times illegally the results are usually
not positive and can lead to crime, criminal activity and sometimes arrests and
incarceration.
The literary works reviewed in this study also presented the theme of conict in
its true form as a negative aspect of lifes reality. For young readers, it is important
to have novels which present the negative aspect of conict as long as they are also
presented with positive solutions for solving the conicts. There is value in providing young readers with examples of correct and peaceful resolutions to conict as
well as role models who carry out these solutions. From this perspective, it can be
said that novels offer positive messages about conict resolution. For example, the
primary reason for having words and phrases which express the positive use of having conict resolution in the novel Frej Apartmannn Esrar is having the characters of Nazl and Osman to be adventurous. These characters encounter numerous
conicts throughout their in daily lives but they are able to resolve these conicts in
rational and peaceful ways. Furthermore, the reasons for having words and phrases
which express the positive and negative use of having conict resolution in the
novel Bilmecenin zinde Macerann Peinde is to demonstrate that disagreements
that occur from time-to-time among a group of friends can be solved amicably. In
particular, when ve friends came together to solve a puzzle they experienced interpersonal conict in the group but ultimately they were able to nd a peaceful resolution. In another novel, Mezarlktaki Glge, in order to solve their conicts the
characters call on others such as the mayor, a lawyer and the police to help. While
in the novel Parktaki Gergedanlar the characters solve their conict through compromise. Another example of positive conict resolution comes when the character
Aya, a spoiled disrespectful individual, turns things around and attempts to respond
to her conicts in a constructive manner.
The phrases and expressions which reected ideas from the subcategory being
sensitive to the environment where observed the least number of times during the
review of the novels. Worldwide, the environment is rapidly being polluted to the
extent that many places may ultimately become uninhabitable. The rise in technological advancements, continuing increases in consumption, human ignorance, avariciousness and the proliferation of war are plagues to the earths environment health.
A peruse of recent newspaper reports on the environment makes it clear that the natural world and a healthy sustainable life are in danger all over the world. Qualied
literary works dont provide theoretical knowledge but instead inspire the senses and
emotions of the reader (Aslan 2008). In other words, they speak to the hearts of
readers which can cause readers to become more sensitive to the causes of right such
as environmental conservation and conict resolution. Nowadays, there are many
75
important issues related to the environment and having award-winning childrens

and adolescent novels address these issues is very important. These novels can introduce young readers to the stark reality of environmental degradation. According to
Opotow, Gerson, and Woodside (2005), urgent efforts involving the entire world are
necessary for reversing the effects of many global environmental issues. Problems
such as extreme weather, water and soil pollution and excessive consumption of
resources are threatening human life and jeopardizing our change for a healthy and
sustainable ecosystem. A majority of damage to the natural environment globally is
due to the commercial use of our natural resources, the manufacturing of industrial
products, military activities and war.
Animal husbandry and being kind to all creatures is sometimes stressed in these
novels. For example, in Parktaki Gergedanlar the characters are very kind and loving to a stray street cat which is behaviour that can be considered caring and sensitive. Other messages of caring for animals and nature can be seen in the novel
Mezarlktaki Glge where the character Oya cares for cats living in the streets and
Kendal waters the trees in a cemetery. In the novel Dler Kasabasnda Bir Yaz
Tatili the character Okan shows his effuse admiration of the natural beauty of a
town he visits during summer holiday. Also, the main characters in the novel
Almarpann Gizemi are taken aback by the natural beauty of the coastlines in
Kaunos, Dalyan and Kyceiz. These messages full not only the readers curiosity
but also lead to creating awareness among young readers for protecting the beauties
of the natural environment.
Conclusions and recommendations
Through examination of these literary works, it was observed that the subcategory
which appeared with most frequency was having human rights. The subcategory
having cooperation, sharing and solidarity appeared with the second highest frequency. Then the subcategories of not having prejudice and stereotypes, having
conict resolution and being sensitive to the environment were all identied as
having similar occurrences. It can be said that all of the reviewed novels properly
transmitted the reality of life to the readers and also provided appropriate solutions
for living a peaceful and harmonious existence. In summary, the most important
nding from this study is that all of the childrens and adolescent novels which were
examined do convey a message in support of peaceful solutions to the worlds problems and peaceful relationships among people.
It is of utmost importance and an extreme necessity that authors of childrens
and adolescent literature provide literary works which can enlighten young readers
about the components of peace and peace education in a holistic manner. Many
other forms of literary works and novels have received awards in Turkey. Furthermore, the Turkish Ministry of National Education has also recommended a 100
Fundamental Works literary list. All of these award-winning and recommended
books should be examined in terms of the contribution they make to peace education. The examination of childrens and adolescent literatures contribution to peace
education should not end in Turkey. Instead, research of this topic should extend
into a review of award-winning childrens and adolescent literature written by
foreign authors, and questions regarding the veracity of their message of peace and
philosophy towards peaceful resolutions should be examined.
76
C. Aslan et al.
Acknowledgement
This study is a summary of a part of the project titled An Analysis on peace in awardwinning childrens and adolescent novels and numbered 14H0630001 conducted in the context
of Quick Support Program supported by the Ankara University Scientic Research Projects
(BAP)
Disclosure statement
No potential conict of interest was reported by the authors.
Funding
This work was supported by the Ankara University Scientic Research Projects (BAP) [grant
number 14H0630001].
Notes on contributors
Canan Aslan works as an associate professor at the Faculty of Educational Sciences, Ankara
University, Turkey. She received her PhD from the Institute of Social Sciences, Ankara
University in 2006. Her research interests are Turkish teaching, literature teaching, childrens
literature, youth literature.
Yasemin Karaman Kepenekci works as a professor at the Faculty of Educational Sciences,
Ankara University, Turkey. She received her PhD from the Institute of Social Sciences,
Ankara University in 1999. Her research interests are human rights education, childrens
rights, and educational law.
Bilge Nur Doan Gldenolu works as a research assistant at the Faculty of Educational
Sciences, Ankara University, Turkey. Her research interests are childrens literature and youth
literature.
Sedat Karagl works as a research assistant at the Faculty of Educational Sciences, Ankara
University, Turkey. His research interests are Turkish teaching and childrens literature.
ORCID
Canan Aslan
http://orcid.org/0000-0002-0015-286X
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