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The Enacted Curriculum's Impact on Learner Identity and Inequities in Türkiye

Yıl 2024, Cilt: 11 Sayı: H. Ferhan Odabaşı Gift Issue, 34 - 56, 31.12.2024

İrem Nur Akkan , Derya Atik Kara

https://doi.org/10.17275/per.24.93.11.6

Öz

Inequities are apparent worldwide, and those are affected by many social, political, economic and educational factors. Especially in education, ideological perspectives shape the learners’ future via educational components. The present study aimed to reveal the role of the enacted curriculum in deepening and reproducing inequities by making sense of the experiences of disadvantaged Turkish learners regarding identity construction. Interpretive phenomenology was used as a research design to achieve this aim based on sociological and sociocultural perspectives. Since interpretative phenomenology argues that experiences cannot be separated from social and cultural life, it is a design that naturally includes recognition, context and experience, forming learner identity dimensions included in this study’s theoretical base. Participants comprised seven disadvantaged Turkish single mothers and their secondary-level children from different backgrounds. For data analysis, semi-structured interviews were conducted, and interpretative phenomenological analysis was used to analyse interviews through MAXQDA2020. As a result of the analysis, it was shown that the learners constructed fluid identities based on different contexts and conditions. These identities were related to the reproduction of capital accumulation and reinforced by the enacted curriculum. In addition, social issues like COVID-19 affected the identities of learners since it had various social and educational results.

Anahtar Kelimeler

educational inequity curriculum theory phenomenology reconceptualization pandemic

Kaynakça

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  • Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(1), 67–92. https://doi.org/10.1177/0022057480162001
  • Apple, M. W. (1990). Ideology and curriculum (2nd Ed.). New York: Routledge.
  • Apples, G., Nygaard, B., Kerswill, N. & Robinson, N. (2020). Confronting Inequality: How teachers & students are learning during South Africa’s school closures — REACH at Harvard Graduate School of Education. https://reach.gse.harvard.edu/covid19-resources/blog/confronting-inequality-how-teachers-and-students-are-learning-during-south-africas-covid-19-school-closures.
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  • Baker, D. P. (2015). A note on knowledge in the schooled society: Towards an end to the crisis in curriculum theory. Journal of Curriculum Studies, 47(6), 763–772. https://doi.org/10.1080/00220272.2015.1088069
  • Bouakaz, L. (2022). Learner identity struggles to become a student in multicultural school context. In I. D. Rosner & K. Sawicki (Eds.), Youth work reader– issues and contexts (pp. 88–101). Toruń: Wydawnictwo Adam Marszałek
  • Bourdieu, P. (2002). Habitus. In J. Hillier, E. Rooksby (Eds) Habitus: A Sense of Place, pp. 27–34. Burlington, VT: Ashgate.
  • Bourdieu, P., & Wacquant, L. (2013). Symbolic capital and social classes. Journal of Classical Sociology, 13(2), 292-302. https://doi.org/10.1177/1468795X12468736
  • Bourdieu, P. (2018). The forms of capital. In M. Granovetter, R. Swedberg (3rd Ed.). The sociology of economic life, pp. 78-92. USA: Routledge
  • Bourdieu, P., & Passeron, J. C. (2019). Varisler: Öğrenciler ve kültür [The Inheritors: French Students and Their Relations to Culture]. (3rd Ed.). Ankara: Heretik.
  • Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, SR., Al-Freih, M., Pete, J., Olcott Jr., D., Rodes, V., Aranciaga, I., Bali, M., Alvarez Jr., A. V., Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., de Coëtlogon, P., Shahadu, S., Brown, M., Asino, T. I., Tumwesige, J., Ramirez Reyes, T., Barrios Ipenza, E., Ossiannilsson, E., Bond, M., Belhamel, K., Irvine, V., Sharma, R. C., Adam, T., Janssen, B., Sklyarova, T., Olcott, N., Ambrosino, A., Lazou, C., Mocquet, B., Mano, M., Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126. https://doi.org/10.5281/zenodo.3878572
  • Brennan, F. (2020). Listening to the learner: An Exploration of primary school children’s learner identity. (Unpublished master’s thesis). Mary Immaculate College, Ireland.
  • Bruch, S. & Soss, J. (2018). Schooling as a formative political experience: authority relations and the education of citizens. Perspectives on Politics, 16(1), 36-57. doi:10.1017/S1537592717002195
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  • Bumen, N. T. (2019). Curriculum in the claws of autonomy against centralism in Turkey: Issues and Suggestions. Kastamonu Education Journal, 27(1), 175–185. https://doi.org/10.24106/kefdergi.2450
  • Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları [Coronavirus (Covid-19) pandemic and its pedagogical reflections: Open and distance education practices in Turkey]. AUAd, 6(2), 11–53. https://dergipark.org.tr/tr/pub/auad/issue/55662/761354
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  • Cantillon, P., de Grave, W. & Dornan, T. (2022). The social construction of teacher and learner identities in medicine and surgery. Medical Education, 56(6), 614–624. https://doi.org/10.1111/MEDU.14727
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  • Cubero-Pérez, R., Cubero, M., Matías-García, J. A. & Bascón, M. J. (2023). Learner identity in secondary post-compulsory education students from Areas in Need of Social Transformation: an example of resilience. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-023-00704-6
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  • Esteban-Guitart, M. (2019). Identity in education and education in identities: Connecting curriculum and school practice to students’ lives and identities. In Culture in education and education in culture (pp. 159–175). Cham: Springer. https://doi.org/10.1007/978-3-030-28412-1_10
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  • Falsafi, L. (2010). Learner identity: A sociocultural approach to how people recognize and construct themselves as learners. (Unpublished doctoral thesis). Universidad de Barcelona, Spain.
  • Fox, K. M., Scholar, M., & Timmerman, L. (2012). The relationships between socioeconomic status, parenting styles, and motivation orientation. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=514982b19a8effe990594bbd5f8a1caa5f7c16aa
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  • Hempel‐Jorgensen, A. (2009). The construction of the ‘ideal pupil’ and pupils’ perceptions of ‘misbehaviour’ and discipline: contrasting experiences from a low‐socio‐economic and a high‐socio‐economic primary school. British Journal of Sociology of Education, 30(4), 435-448, DOI: 10.1080/01425690902954612
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Yıl 2024, Cilt: 11 Sayı: H. Ferhan Odabaşı Gift Issue, 34 - 56, 31.12.2024

İrem Nur Akkan , Derya Atik Kara

https://doi.org/10.17275/per.24.93.11.6

Öz

Kaynakça

  • Alasuutari, H. (2020). Tackling inequity in education during and after COVID-19. https://blogs.worldbank.org/education/tackling-inequity-education-during-and-after-covid-19
  • Anderson, J. (2020). The coronavirus pandemic is reshaping education. Quartz. https://qz.com/1826369/how-coronavirus-is-changing-education
  • Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(1), 67–92. https://doi.org/10.1177/0022057480162001
  • Apple, M. W. (1990). Ideology and curriculum (2nd Ed.). New York: Routledge.
  • Apples, G., Nygaard, B., Kerswill, N. & Robinson, N. (2020). Confronting Inequality: How teachers & students are learning during South Africa’s school closures — REACH at Harvard Graduate School of Education. https://reach.gse.harvard.edu/covid19-resources/blog/confronting-inequality-how-teachers-and-students-are-learning-during-south-africas-covid-19-school-closures.
  • Ayling, P. (2015). Embodying “Britishness”: The (re)making of the contemporary Nigerian elite child. Curriculum Inquiry, 45(5), 455–471. https://doi.org/10.1080/03626784.2015.1095623
  • Baker, D. P. (2015). A note on knowledge in the schooled society: Towards an end to the crisis in curriculum theory. Journal of Curriculum Studies, 47(6), 763–772. https://doi.org/10.1080/00220272.2015.1088069
  • Bouakaz, L. (2022). Learner identity struggles to become a student in multicultural school context. In I. D. Rosner & K. Sawicki (Eds.), Youth work reader– issues and contexts (pp. 88–101). Toruń: Wydawnictwo Adam Marszałek
  • Bourdieu, P. (2002). Habitus. In J. Hillier, E. Rooksby (Eds) Habitus: A Sense of Place, pp. 27–34. Burlington, VT: Ashgate.
  • Bourdieu, P., & Wacquant, L. (2013). Symbolic capital and social classes. Journal of Classical Sociology, 13(2), 292-302. https://doi.org/10.1177/1468795X12468736
  • Bourdieu, P. (2018). The forms of capital. In M. Granovetter, R. Swedberg (3rd Ed.). The sociology of economic life, pp. 78-92. USA: Routledge
  • Bourdieu, P., & Passeron, J. C. (2019). Varisler: Öğrenciler ve kültür [The Inheritors: French Students and Their Relations to Culture]. (3rd Ed.). Ankara: Heretik.
  • Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, SR., Al-Freih, M., Pete, J., Olcott Jr., D., Rodes, V., Aranciaga, I., Bali, M., Alvarez Jr., A. V., Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., de Coëtlogon, P., Shahadu, S., Brown, M., Asino, T. I., Tumwesige, J., Ramirez Reyes, T., Barrios Ipenza, E., Ossiannilsson, E., Bond, M., Belhamel, K., Irvine, V., Sharma, R. C., Adam, T., Janssen, B., Sklyarova, T., Olcott, N., Ambrosino, A., Lazou, C., Mocquet, B., Mano, M., Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126. https://doi.org/10.5281/zenodo.3878572
  • Brennan, F. (2020). Listening to the learner: An Exploration of primary school children’s learner identity. (Unpublished master’s thesis). Mary Immaculate College, Ireland.
  • Bruch, S. & Soss, J. (2018). Schooling as a formative political experience: authority relations and the education of citizens. Perspectives on Politics, 16(1), 36-57. doi:10.1017/S1537592717002195
  • Bruner, J. S. (2002). Making stories: Law, literature, life. USA: Harvard University Press.
  • Bumen, N. T. (2019). Curriculum in the claws of autonomy against centralism in Turkey: Issues and Suggestions. Kastamonu Education Journal, 27(1), 175–185. https://doi.org/10.24106/kefdergi.2450
  • Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları [Coronavirus (Covid-19) pandemic and its pedagogical reflections: Open and distance education practices in Turkey]. AUAd, 6(2), 11–53. https://dergipark.org.tr/tr/pub/auad/issue/55662/761354
  • Cansiz, M., Ozbaylanli, B. & Colakoglu, M. H. (2018). Effects of cultural capital on educational attainment in Turkey. Journal of Economy Culture and Society, 127–152. https://doi.org/10.26650/jecs346079
  • Cantillon, P., de Grave, W. & Dornan, T. (2022). The social construction of teacher and learner identities in medicine and surgery. Medical Education, 56(6), 614–624. https://doi.org/10.1111/MEDU.14727
  • Chen, J., Tan, J. & Lei, J. (2022). Exploring learner identity in the blended learning context: A case study of collaborative writing. System, 108, 102841. https://doi.org/10.1016/J.SYSTEM.2022.102841
  • Cubero-Pérez, R., Cubero, M., Matías-García, J. A. & Bascón, M. J. (2023). Learner identity in secondary post-compulsory education students from Areas in Need of Social Transformation: an example of resilience. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-023-00704-6
  • Doyle, O. (2020). COVID-19 exacerbating educational inequalities. Public Policy.Ie, Evidence for Policy, 1–10. https://publicpolicy.ie/downloads/papers/2020/COVID_19_Exacerbating_Educational_Inequalities.pdf
  • Esteban-Guitart, M. (2019). Identity in education and education in identities: Connecting curriculum and school practice to students’ lives and identities. In Culture in education and education in culture (pp. 159–175). Cham: Springer. https://doi.org/10.1007/978-3-030-28412-1_10
  • European Commission: Joint Research Centre, Di Pietro, G., Biagi, F., Costa, P., Karpiński, Z. & Mazza, J. (2020). The likely impact of COVID-19 on education – Reflections based on the existing literature and recent international datasets. Publications Office. https://data.europa.eu/doi/10.2760/126686
  • Falsafi, L. (2010). Learner identity: A sociocultural approach to how people recognize and construct themselves as learners. (Unpublished doctoral thesis). Universidad de Barcelona, Spain.
  • Fox, K. M., Scholar, M., & Timmerman, L. (2012). The relationships between socioeconomic status, parenting styles, and motivation orientation. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=514982b19a8effe990594bbd5f8a1caa5f7c16aa
  • Haugen, C. R. (2020). Teachers´ experiences of school choice from ´marginalised´ and ´privileged´ public schools in Oslo. Journal of Education Policy, 35(1), 68-94, DOI: 10.1080/02680939.2019.1587519
  • Hempel‐Jorgensen, A. (2009). The construction of the ‘ideal pupil’ and pupils’ perceptions of ‘misbehaviour’ and discipline: contrasting experiences from a low‐socio‐economic and a high‐socio‐economic primary school. British Journal of Sociology of Education, 30(4), 435-448, DOI: 10.1080/01425690902954612
  • Hill, D. (2009). Theorizing politics and the curriculum: understanding and addressing inequalities through critical pedagogy and policy. In D. Hill ve L. H. Robertson (Eds.), Equality in the primary school: promoting good practice across the curriculum (p. 293–319). London: Continuum.
  • Hoff, E., Laursen, B. & Tardif, T. (2019). Socioeconomic status and parenting. Handbook of Parenting: Biology and Ecology of Parenting, 2, 421–447. https://doi.org/10.4324/9780429401459-13
  • Jenkins, R. (2008). Social identity (3rd Ed.). Oxon: Routledge.
  • Kizilcelik, S. (2015). An evaluation of the Turkish education system outside the conflict between old and new. Eurasian Journal of Educational Research, 59, 149-164 http://dx.doi.org/10.14689/ejer.2015.59.9
  • Klein, M. F., Tye, K. A. ve Wright, J. E. (1979). A study of schooling: Curriculum. The Phi Delta Kappan, 61(4), 244–248. https://www.jstor.org/stable/20385424
  • Kneppers, A. M. A. (2023) Pedagogic practices and learner identities in two Norwegian primary school classrooms with contrasting social compositions. British Journal of Sociology of Education, 44(1), 60-77, DOI: 10.1080/01425692.2022.2122935
  • Kollender, E. & Nimer, M. (2020). Long-term exclusionary effects of COVID-19 for refugee children in the German and Turkish education systems: A Comparative perspective. (July) https://ipc.sabanciuniv.edu/Content/Images/CKeditorImages/20200708-02075629.pdf
  • Kuwahara, J. L. H. (2013). Impacts of a place-based science curriculum on student place attachment in Hawaiian and Western cultural institutions at an urban high school in Hawai'i. International Journal of Science and Math Education, 11, 191–212. https://doi.org/10.1007/s10763-012-9387-3
  • Lave, J. & Wenger, E. (1991). Situated learning legitimate peripheral participation. New York: Cambridge University Press.
  • Lian, X., & Zheng, X. (2023). How to construct an appropriate research design for the study of learner identity in blended learning? Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1126605
  • McCrory-Calarco, J. (2014). Coached for the classroom: Parents’ cultural transmission and children’s reproduction of educational inequalities. American Sociological Review, 79(5), 1015–1037. https://doi.org/10.1177/0003122414546931
  • Moore, A. R. (2023). “[It] changed everything”: the effect of shifting social structures on queer l2 learners’ identity management. Journal of Language, Identity and Education, 22(3), 262–278. https://doi.org/10.1080/15348458.2021.1874383
  • Omurtak, G. (2019). Bourdieu’s perspective in the education system: the role of family in the choice of profession in the process of high school students preparations for the exam, Istanbul case. (Unpublished master’s thesis). Maltepe University, Istanbul.
  • Ozgun, B. S. (2019). An ethnographic account of identity formation in school: the role of institutional habitus. (Unpublished master’s thesis). Middle East Technical University, Ankara.
  • Ozkan, Y. & Cifci, E. G. (2010). Peer bullying in primary schools in low socio-economic level. Elementary Education Online, 9(2), 576. https://dergipark.org.tr/tr/pub/ilkonline/issue/8595/106922
  • Patton, M. Q. (2018). Nitel araştırma ve değerlendirme yöntemleri [Qualitative research and evaluation methods]. (2. Ed.; M. Bütün & S. B. Demir, Eds.). Ankara: Pegem Akademi.
  • Pinar, W. F., Reynolds, W. M., Slattery, P. & Taubman, P. M. (2008). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. New York: Peter Lang.
  • Posner, G. J. (2004). Analyzing the curriculum (3rd. Ed.). New York: McGraw-Hill.
  • Radmard, S. & Beltekin, N. (2017). (Not) to be worker or go to school: an analyze on educational situation of child labors. Electronic Journal of Education Sciences, 6(12), 125–137. https://dergipark.org.tr/tr/pub/ejedus/issue/31928/345893
  • Roberts, A. L. D. (2007). Exploring connections between identity and learning. Culture and Education, 19(4), 447–461. https://doi.org/10.1174/113564007783237698
  • Saefudin, W., Sriwiyanti, S. & Mohamad Yusoff, S. H. (2021). Role of social support toward student academic self-efficacy in online learning during pandemic. Jurnal Tatsqif, 19(2), 133–154. https://doi.org/10.20414/jtq.v19i2.4221
  • Sengonul, T. (2008). The impact of education on upward social mobility in our society (A research on the professionals in İzmir). Sociology Journal, 19, 171–208. https://search.trdizin.gov.tr/tr/yayin/detay/83015/toplumumuzda-egitimin-dikey-sosyal-hareketlilige-etkisi-izmirde-profesyonel-meslek-sahibi-bireyler-uzerine-bir-arastirma
  • Silseth, K., & Arnseth, H. C. (2011). Learning and identity construction across sites: A dialogical approach to analysing the construction of learning selves. Culture and Psychology, 17(1), 65–80. https://doi.org/10.1177/1354067X10388842
  • Sianturi, M., Chiang, C. L., & Sumarsono, A. (2022). The preservation of the identity and culture of the Indigenous Lanninese people of West Papua, Indonesia, through education (Preservación de la identidad y la cultura del pueblo Lani, comunidad indígena de la provincia Indonesia de Papúa Occidental, a través de la educación). Culture and Education, 34(2), 424-465. https://doi.org/10.1080/11356405.2022.2034287
  • Supardi, S. (2022). Disadvantaged students’ experiences with social studies distanced learning: a phenomenological study. The Qualitative Report, 27(5), 1460–1478. https://doi.org/10.46743/2160-3715/2022.5237
  • Tasdemir, M., & Tasdemir, A. (2010). Success and failure facts in school: A case study on the typcial behaviour samples of students. Journal of Uludag University Faculty of Education, 23(2), 471-503. https://dergipark.org.tr/en/pub/uefad/issue/16692/173494
  • TEDMEM-Turkish Education Association's Center for Excellence in Education. (2021). Türkiye’nin telafi eğitimi yol haritası [Turkey's make-up education roadmap] (S. Sunar, Ed.). Ankara: Turkish Education Association.
  • Timar-Anton, C., Negru-Subtirica, O. & Opre, A. (2022). How first-year students manage their action crises and motivation to build their learner identity: a look into the critical moment of goal disengagement. Motivation and Emotion, 46(6), 852–867. https://doi.org/10.1007/s11031-022-09965-y
  • Tomlinson, C. A. & Jarvis, J. M. (2014). Case studies of success: Supporting academic success for students with high potential from ethnic minority and economically disadvantaged backgrounds. Journal for the Education of the Gifted, 37(3), 191–219. https://doi.org/10.1177/0162353214540826
  • UNESCO (2021). Disadvantaged populations. http://uis.unesco.org/en/glossary-term/disadvantaged-populations
  • Van Lancker, W. & Parolin, Z. (2020). COVID-19, school closures, and child poverty: a social crisis in the making. The Lancet Public Health, 5(5), e243–e244. https://doi.org/10.1016/S2468-2667(20)30084-0
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
  • Wagner, J. (2022). Ada, Ada, Ada, and Ada: Transforming Learner Identities through Social Practice. Anthropology and Education Quarterly, 54(2), 165–182. https://doi.org/10.1111/AEQ.12439
  • Wang, Z. (2023). Chinese students’ perspectives on learner identity. Educational Studies, 49(2), 279–294. https://doi.org/10.1080/03055698.2020.1850425
  • Woodley, X. M. ve Lockard, M. (2016). Womanism and snowball sampling: Engaging marginalized populations in holistic research. Qualitative Report, 21(2), 321–329. https://doi.org/10.46743/2160-3715/2016.2198
  • Yıldız, A. ve Vural, R. A. (2020). Covid 19 pandemisi ve derinleşen eğitim eşitsizlikleri [The Covid 19 pandemic and deepening educational inequalities]. https://www.ttb.org.tr/kutuphane/covid19-rapor_6/covid19-rapor_6_Part64.pdf
  • Young, M. F. D. (1971). An approach to the study of curricula as socially organized knowledge. In M. F. D. Young (Ed.), Knowledge and control: New directions for the sociology of education (p. 19–46). London: Collier-Macmillan.
Toplam 66 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar (Diğer)
Bölüm Research Articles
Yazarlar

İrem Nur Akkan 0000-0003-3905-2951

Derya Atik Kara 0000-0002-6890-030X

Erken Görünüm Tarihi 29 Aralık 2024
Yayımlanma Tarihi 31 Aralık 2024
Gönderilme Tarihi 10 Ekim 2024
Kabul Tarihi 2 Aralık 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 11 Sayı: H. Ferhan Odabaşı Gift Issue

Kaynak Göster

APA Akkan, İ. N., & Atik Kara, D. (2024). The Enacted Curriculum’s Impact on Learner Identity and Inequities in Türkiye. Participatory Educational Research, 11(H. Ferhan Odabaşı Gift Issue), 34-56. https://doi.org/10.17275/per.24.93.11.6
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