TANIMA VE YANLIŞ TANIMA: KAPSAYICI EĞİTİM, OKULLAR VE ETNİSİTE

Abstract

Studies on educational inequalities have long emphasized the relationship between academic achievement, family resources, and cultural values. Complementary to this literature, this study focuses on the role of schools in the educational processes with attention to the concept of institutional habitus. It examines two schools in Bremen and Istanbul that apply different educational programs to students from diverse ethnic profiles and how they shape educational processes. Bremen's school program recognizes students' cultural identities and aims at academic development, increasing the smooth transition between home and school. The school's program in Istanbul does not admit students' cultural identities, enlarging the distance between home and school exclusively. These findings suggest that the different institutional habitus of these schools are strongly associated with their positions in the broader educational field.