abstract: Inclusive education has become a global movement through the policies of the United Nations Educational, Scientific, and Cultural Organization (e.g., Salamanca Statement). These policies led many developing nations to adopt these policies in their national policy agendas. Turkey has developed inclusive education policies that deal with the education of students with disabilities (SwD). However, although SwD are the largest group who are marginalized and excluded from educational opportunities, there are other groups (e.g., cultural-linguistic minorities) who experience educational inequities in access and participation in learning opportunities and deal with enduring marginalization in education. This study examined a) Turkish teachers’ and parents’ conceptualizations of inclusive education for diverse groups of students, namely SwD, Kurdish students (KS), and girls, who experience educational inequities, b) how their construction of students’ identities influenced students' educational experiences in relation to inclusive education, c) how their stories revealed identities, differences and power, and what role privilege played in marginalization, labeling, and exclusion of students within conceptualizations of inclusive education. I used cultural historical activity theory (Engeström, 1999) and figured worlds (Holland et al., 1998) to understand the teachers’ and parents’ interpretations and experiences about inclusive education. This qualitative study was conducted in four different schools in Maki, a small southwestern city in Turkey. A classroom photo, with a vignette written description, and a movie documentary were used as stimuli to generate focus group discussions and individual interviews. I conducted classroom observations to explore the context of schooling and how students were positioned within the classrooms. Classroom artifacts were additionally collected, and the data were analyzed using a constant-comparative method. The study findings demonstrated that students had different equity struggles in access, meaningful participation, and having equal outcomes in their education. The education activity system was not inclusive, but rather was exclusive by serving only certain students. SwD and girls had difficulty accessing education due to cultural-historical practices and institutional culture. On the other hand, Turkish-only language policy and practices created tensions for KS to participate fully in education activity systems. Although stakeholders advocated girls’ education, many of them constructed SwD’s and KS’ identities from deficit perspectives. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2016

<p>Summary</p><p>The numbers of students in higher education with foreign background are still lower than expected. The universities around the country are increasingly committed to attract students among this group. Many of investments and researches have been done to explore new approaches. There is need to understand how students evaluate their choices. These studies will help marketing the educations which are more responsive to student's expectations. I based my investigation to three university students. The major focus concerned the factors which affect the choices in getting into the higher educations for students with foreign backgrounds. In a qualitative method I interviewed three Kurdish students in age group under 25 years old. The results showed that the attitude of parents, environment, language, independent life style and the personal ambitions are among the main decision making factors. It is believed that the characteristics of native culture, independent life style and personal ambitions are positive factors. Nevertheless the language difficulty can create obstacle for many students as well.</p> / <p>Sammanfattning</p><p>Andelen studenter med utländsk bakgrund på högre utbildning är fortfarande underrepresenterad. Universitet och högskolor runt om i landet satsar allt mer på att rekrytera studenter bland dessa grupper. Allt mer investeras i forskning på den arenan. Man vill få kunskap om hur studenter utvärderar sina val. Genom att får reda på dessa kunskaper kan man marknadsföra utbildningar som lever upp till gymnasisternas förväntningar. I studien har jag undersökt tre ungdomar som studerar på universitet. Syftet med undersökningen var att studera de faktorer som underlättar för ungdomar med utländsk bakgrund att komma in på högre utbildning. I en kvalitativ undersökning har jag intervjuat tre kvinnliga kurdiska studenter i årskullar under 25 år. Resultatet visar att föräldrarnas inställning och attityd, miljö, språk, självständighet och ungdomarnas egna ambitioner är faktorer som har sina effekter. Det tycks att hemkulturen med sin inställning och sitt krav, självständighet och ungdomarnas ambition är underlättande faktorer, men att språksvårighet och utanförskap kan utgöra hinder för många.</p>

Summary The numbers of students in higher education with foreign background are still lower than expected. The universities around the country are increasingly committed to attract students among this group. Many of investments and researches have been done to explore new approaches. There is need to understand how students evaluate their choices. These studies will help marketing the educations which are more responsive to student's expectations. I based my investigation to three university students. The major focus concerned the factors which affect the choices in getting into the higher educations for students with foreign backgrounds. In a qualitative method I interviewed three Kurdish students in age group under 25 years old. The results showed that the attitude of parents, environment, language, independent life style and the personal ambitions are among the main decision making factors. It is believed that the characteristics of native culture, independent life style and personal ambitions are positive factors. Nevertheless the language difficulty can create obstacle for many students as well. / Sammanfattning Andelen studenter med utländsk bakgrund på högre utbildning är fortfarande underrepresenterad. Universitet och högskolor runt om i landet satsar allt mer på att rekrytera studenter bland dessa grupper. Allt mer investeras i forskning på den arenan. Man vill få kunskap om hur studenter utvärderar sina val. Genom att får reda på dessa kunskaper kan man marknadsföra utbildningar som lever upp till gymnasisternas förväntningar. I studien har jag undersökt tre ungdomar som studerar på universitet. Syftet med undersökningen var att studera de faktorer som underlättar för ungdomar med utländsk bakgrund att komma in på högre utbildning. I en kvalitativ undersökning har jag intervjuat tre kvinnliga kurdiska studenter i årskullar under 25 år. Resultatet visar att föräldrarnas inställning och attityd, miljö, språk, självständighet och ungdomarnas egna ambitioner är faktorer som har sina effekter. Det tycks att hemkulturen med sin inställning och sitt krav, självständighet och ungdomarnas ambition är underlättande faktorer, men att språksvårighet och utanförskap kan utgöra hinder för många.

En partant d’une question de recherche visant à savoir comment exploiter les genres textuels pour apprendre aux apprenants le lexique français, nous nous affrontons à une problématique centrale en linguistique. Ce travail de thèse s’inscrit dans une perspective de recherche en Sciences du langage et en Didactique du Français Langue Étrangère (FLE). En effet, la question de l’apprentissage du lexique par les genres textuels n’a pas encore la place qu’elle mérite dans le cadre des recherches en didactique des langues étrangères, malgré l’intérêt que suscite cette catégorie dans les recherches textuelles et discursives. Notre objectif consiste à étudier la problématique liée à l’apprentissage du lexique français par le biais de la notion de genre textuel avec des apprenants kurdes à l’université au Kurdistan d’Irak. L’analyse textuelle de notre corpus, genre des contes, nous permettra d’envisager les organisations, structures, champs actantiels, sémantiques et lexicaux de l’ensemble de nos contes. En effet, l’objectif de cette analyse consistera à passer d’une analyse textuelle de tous les contes de notre corpus à une analyse de leurs séquences choisies. L’intérêt de cette dernière analyse consistera à réunir un stock d’informations des séquences en question que nous voudrons tester, sous une étude de terrain c’est-à-dire par nos questionnaires ainsi que par notre observation dans les classes de français langue étrangère dans le cadre de l’université du Kurdistan irakien. Le but de cette étude empirique consiste à montrer les liens entre lexique et genres textuels, des liens incontournables pour l’apprentissage du FLE / Starting this research with a question that aims at discovering how to exploit genres of discourse to teach students French vocabulary, we are facing a vital issue in linguistics. This thesis falls within a research perspective of the field of Linguistic Science and Didactics of French as a Foreign Language (FLE). Undeniably, the query of vocabulary learning through literary genres does not draw the focus that it merits within the research of foreign languages didactics, despite the interest that it sparks in literary and discursive research. Our aim is to study the issues related to French vocabulary learning by means of literary genre notion with Kurdish students at a university in Iraqi Kurdistan. Textual analysis of our corpus, the genre of tales, will allow us to consider organizations, structures, actantial, semantic and lexical models of all of the tales. Certainly, the aim of this analysis is to progress from a textual analysis of all of the tales of our corpus to the analysis of their chosen sequences. The interest of the latter will be to compile a stock of information in a field study, about the sequences in question, that we want to test, i.e. through our questionnaires as well as through observation of French as a foreign language classes, at the university in Iraqi Kurdistan. The aim of this empirical study is to show the links between lexicon and textual genres, essential links for the learning of French as a foreign language