School as an oppressed site: how broader sociopolitical context informs educational processes in Turkish school with Kurdish school mix

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Çetin Çelik
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引用次数: 0

Abstract

ABSTRACT Reproduction theories reveal schools’ critical role in inequalities and instil a sense of pessimism regarding schools’ potential to create a fair society. School effectiveness research (SER) has responded to this pessimism by studying associations between school factors and educational performance to show that schools can make a difference. Despite its optimistic approach, SER fails to analyse the effects of broader social structures on educational processes. This article uses the institutional habitus concept to understand how the Turkish state’s assimilative educational agenda and Kurdish communities’ past experiences inform educational interactions in a public middle school in Istanbul’s inner-city area. The paper argues that institutional habitus provides a more robust framework than SER in explaining schools’ role in academic achievement within the broader sociopolitical context.
学校作为一个受压迫的场所:更广泛的社会政治背景如何影响土耳其学校与库尔德学校混合的教育过程
摘要再生产理论揭示了学校在不平等中的关键作用,并灌输了一种对学校创造公平社会潜力的悲观情绪。学校效能研究(SER)通过研究学校因素和教育表现之间的关系来回应这种悲观情绪,以表明学校可以有所作为。尽管SER采取了乐观的方法,但它未能分析更广泛的社会结构对教育过程的影响。本文使用制度习惯概念来理解土耳其国家的同化教育议程和库尔德社区过去的经验如何影响伊斯坦布尔市中心一所公立中学的教育互动。本文认为,在更广泛的社会政治背景下,在解释学校在学术成就中的作用时,制度习惯提供了比SER更有力的框架。
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来源期刊
Intercultural Education
Intercultural Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
8.30%
发文量
36
期刊介绍: Intercultural Education is a global forum for the analysis of issues dealing with education in plural societies. It provides educational professionals with the knowledge and information that can assist them in contributing to the critical analysis and the implementation of intercultural education. Topics covered include: terminological issues, education and multicultural society today, intercultural communication, human rights and anti-racist education, pluralism and diversity in a democratic frame work, pluralism in post-communist and in post-colonial countries, migration and indigenous minority issues, refugee issues, language policy issues, curriculum and classroom organisation, and school development.
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