顺从的妻子、好母亲与女性身份的其他规范建构——土耳其教育政策中理想化女性身份的批判性话语分析

IF 4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Critical Studies in Education Pub Date : 2021-03-22 DOI:10.1080/17508487.2021.1899950

Pınar Mercan Küçükakın, Cennet Engin-Demir

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引用次数: 2

摘要

摘要本研究分析了在土耳其教育系统中构建特定女性身份和重建性别不平等的话语实践。批判性话语分析（CDA）用于分析124份与教育中的性别直接相关的公开教育政策文件。此外，CDA适用于过去十年中在14家不同的全国性报纸上发表的252份土耳其剪报。对数据的分析被用来批判性地检查教师对教育中性别问题的看法。为此，共对安卡拉省公立学校的教师进行了13次半结构化访谈。该分析描述了塑造土耳其社会身份的政策和教育实践框架所产生的话语效果。研究的具体话语效果包括女性身份的构建和规范，这种身份是自卑、顺从和保守的。

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The compliant wife, the good mother and other normalizing constructions of womanhood: a critical discourse analysis of idealized female identities within Turkish educational policy

ABSTRACT The present study analyzes discursive practices that work to construct particular female identities and re/construct gender inequalities in Turkish educational system. Critical Discourse Analysis (CDA) was utilized to analyze 124 publicly available educational policy documents directly related to gender in education. Additionally, CDA was applied to a total of 252 Turkish newspaper clippings published over the last decade in 14 different national newspapers. Analysis of the data was used to critically examine perceptions of teachers regarding gender issues in education. A total of 13 semi-structured interviews with teachers working at public schools in Ankara province were conducted for this purpose. The analysis describes the effects of discourse produced by and through the framing of policies and educational practices that shape Turkish social identities. Specific discursive effects examined include the construction and normalization of a female identity that is inferior, submissive, and conservative.

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来源期刊

Critical Studies in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.10

自引率

5.10%

发文量

期刊介绍： Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.