The transformation of the Turkish education system and the culture of neoliberalism
Başlık çevirisi mevcut değil.
- Tez No: 402386
- Danışmanlar: DR. RATNA GHOSH
- Tez Türü: Doktora
- Konular: Ekonomi, Eğitim ve Öğretim, Kamu Yönetimi, Economics, Education and Training, Public Administration
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2014
- Dil: İngilizce
- Üniversite: McGill University
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Eğitim Bilimleri Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 251
Özet
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Özet (Çeviri)
The educational system of Turkey has been undergoing an influential neoliberal transformation for the last decade. It has been redefined, restructured and reorganized through four major reforms and acts that are the 2005 Curriculum Reform, the FATIH Project and Intel Teach Program, reformation of disciplinary mechanisms, an intensive use of standardized tests, and the 4+4+4 Reform. In this qualitative inquiry, I examine the field of meanings and practices that constituted these reforms and acts to in order to draw a conceptual and theoretical framework to understand the nature of the transformation of the Turkish Education System. In this study, I depart from narrow classical economy-based understandings of neoliberalism and utilize cultural understandings of neoliberalism. I use a methodology that draws from insights from critical ethnography, narrative inquiry and Foucauldian discourse analysis. I collected data from the fieldwork was collected over a 12-month period, and I consulted a wide range of documents in order to make sense of the cultural transformation of the Turkish Education System. I found that the Turkish Education System has been going through a cultural transformation, that emphasizes psychologization of pedagogy, the computerization of education, Islamization of the system and regular controlling of students and teachers. The logic that pursues this shift is a neoliberal agenda that advocates for marketization of education, defines education as a personal and private endeavor. This logic claims that the educational system is in a crisis of efficiency and productivity that can be saved by computers, promotes religious education, and aims to systematically control students and teachers through new mechanisms of disciplining and an intensive use of standardized tests.
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