Türkiye’de uygulanan program geliştirme modellerinin Çatışmacı Kuram açısından ideoloji üretim sorunu
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Date
2014-06-15
Authors
İşeri, Alaettin
Journal Title
Journal ISSN
Volume Title
Publisher
Uludağ Üniversitesi
Abstract
Bu araştırmada, Türkiye’de uygulanan program geliştirme modellerinin çatışmacı kuram argümanları açısından ideoloji üretim sorunu irdelenmiştir. Türkiye’de uygulanan program geliştirme modellerinin metodolojik yapısı, entegre edildiği kurumsal yapı ve öğretim pratiğine etkileri, çatışmacı kuramın argümanları açısından karşılaştırmalı olarak ideoloji üretim sorunu irdelenmiştir. Araştırma betimsel olup, literatür taramasına dayalı yürütülen kuramsal bir çalışmadır. İlgili alanyazından toplanan araştırma verileri, betimsel analiz aracılığıyla tanımlanıp, karşılaştırmalı olarak yorumlanmıştır. Araştırma bulguları ilk aşamada Türkiye’de uygulanan program geliştirme modellerinin metodolojik yapısı, entegre olduğu kurumsal yapı ve öğretim pratiğine etkileri boyutlarında analiz edilmiştir. Bu analiz bulguları bağlamında ikinci aşamada çatışmacı kuramın; hegemonya, devletin ideolojik aygıtları, egemen sınıfı meşrulaştırma-yabancılaşma ve kültürel sermayenin yeniden üretimi argümanları bağlamında karşılaştırmalara gidilmiş ve makro düzeyde ideoloji üretimini nasıl olanaklı kıldığı irdelenerek literatürle desteklenmiştir.
In this study, it was examined how curriculum development models implemented in Turkey make possible understanding of ideology in the dimensions of methodological structure, integrated institutional structure, and effect to teaching practice in terms of ideology within conflict theory. In this context, the study was carried out based on literature review. The data were obtained from the related literature concerning curriculum development models implemented in Turkey and ideology discourse within conflict theory. The data collected were identified via descriptive analysis and interpreted comparatively. Firstly, study findings were examined curriculum development models implemented in Turkey to dimensions of methodological structure, integrated institutional structure, and effects to teaching practice. Secondly, compared with the discourse of the conflict theory related to power, ideological state apparatuses, legimitization of dominant class-alienation and cultural capital within conflict theory, it was determined the understanding of ideology that it makes possible. According to these findings, it was discussed the understanding of ideology that models make possible it terms of personal-social effects at macro level.
In this study, it was examined how curriculum development models implemented in Turkey make possible understanding of ideology in the dimensions of methodological structure, integrated institutional structure, and effect to teaching practice in terms of ideology within conflict theory. In this context, the study was carried out based on literature review. The data were obtained from the related literature concerning curriculum development models implemented in Turkey and ideology discourse within conflict theory. The data collected were identified via descriptive analysis and interpreted comparatively. Firstly, study findings were examined curriculum development models implemented in Turkey to dimensions of methodological structure, integrated institutional structure, and effects to teaching practice. Secondly, compared with the discourse of the conflict theory related to power, ideological state apparatuses, legimitization of dominant class-alienation and cultural capital within conflict theory, it was determined the understanding of ideology that it makes possible. According to these findings, it was discussed the understanding of ideology that models make possible it terms of personal-social effects at macro level.
Description
Keywords
İdeoloji, Çatışmacı Kuram, Program, Program geliştirme modelleri, Ideology, Conflict Theory, Curriculum, Curriculum development models
Citation
İşeri, A. (2014). “Türkiye’de uygulanan program geliştirme modellerinin Çatışmacı Kuram açısından ideoloji üretim sorunu”. Uludağ Üniversitesi Eğitim Fakültesi, 27(1), 153-184.