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Duygun Göktürk 《British Journal of Sociology of Education》2018,39(5):654-668
This article focuses on the pedagogical project of the Hizmet Movement, with a special focus on its gender politics as they were activated and performed at one of the movement’s schools in a peripheral rural city in western Turkey. Through an ethnographic, conversation-based account of female teachers as active and committed adherents of the Movement, this article traces a two-tier approach to the community’s pedagogical project: the first is the examination of micro-institutional mobilization units of the Movement, while the second tier is an analysis of key themes in the discourses surrounding gender, characterizing the role and the extent of women’s participation in the movement. Drawing on the central gender discourses of the movement, this article reveals the emerging pedagogical model developed by the Movement as the constitution of a new hegemonic form, which I call the ‘conservative sisterhood.’ 相似文献
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ABSTRACTFor the last couple of years, Turkey has been experiencing difficult times resulting from the recent domestic coup attempt, refugee crisis and terrorist attacks from neighbouring countries, and the following political conflicts around these issues with the United States and Europe. This article investigates challenges and strategies of higher education institutions (HEIs) in Turkey with recent uncertainty in the free movement of students and academics in internationalisation process. Applying a qualitative critical case study, the research was carried out in four HEIs leading in internationalisation. The findings indicated that political instabilities both at the national and international levels brought several challenges for HEIs related with their internationalisation efforts in terms of security, image, and ethnic tension. Additionally, it is found that HEIs adapted to the new realities and developed several strategies to overcome these challenges such as marketisation and networking. Implications are made regarding neo-liberal influence and segmentation around class and religion. 相似文献
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Duygun Gokturk 《Higher Education Quarterly》2023,77(1):184-199
It has been known for some time that academic researchers are subject to diverse relations of production that influence the direction and ultimately the value of their scientific work. In this context, this study examines how the field of educational administration is practiced at higher education institutions in Turkey, how these practices have become socially integrated over the years and how a structurally cohesive core characterizes the discipline's research activity. The study reviews 609 doctoral dissertations concerning educational administration from a longitudinal perspective (1988 to 2020) using a two-tier theoretical path: the role of academic familism and disciplinary cohesion in the field. The findings reveal that academic familism and disciplinary cohesion are interrelated and interdependent. Together they impact the formation of monolithic gendered, epistemic, and academic communities, consolidate gendered and monolithic academic networking, and limit cross-disciplinary interaction in the educational administration field. 相似文献
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Parental involvement has been associated with numerous student benefits. However, related literature reveals that neither parents nor teachers are content with the scope and depth of parental involvement in schools. This may be partly due to differential understandings that both sides have on the concept of parental involvement. In this study, teachers’ experiences and perceptions of effective parental involvement in the private middle school context of Turkey were examined. Participants are 38 teachers, from five different schools, who were selected by the maximum variation sampling technique. This study provides an insight into how teachers make sense of the educational involvement of the middle to high socio economic status (SES) parents with whom they theoretically share similar cultural capital. The findings of this collective case study demonstrate there are important misunderstandings and related tensions among parents and teachers over the roles of each party. Teachers believe that parents’ educational roles are mostly performed at home. On the contrary, parents are shown as having a higher desire to participate in educational decisions. This divergence between parents and teachers seems to decrease productive partnerships between the two parties. Future studies are needed in order to search for collaboration mechanisms that would work for all actors involved. 相似文献
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