Teachers’ Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault

Year 2023, Issue: 50, 1 - 13, 17.09.2023

Ayhan Aksakallı , Rıza Salar

https://doi.org/10.5152/AUJKKEF.2022.1037765

Abstract

In this study, we aimed to investigate the educational beliefs revealed by teachers in the light
of Michel Foucault’s power–knowledge theory. We determined the participants of the research
according to the purposive sampling method. The participants were 52 teachers in different provinces
of Türkiye working in various fields. We conducted semi-structured interviews consisting
of seven basic questions in three explanatory categories with the teachers. We analyzed qualitative
data through phenomenographic analysis. Three different explanatory categories were
obtained from the data: “reproduced education”, “reproduced teacher” and “power ideology “. This
study shows the educational beliefs revealed in teachers in terms of three parameters (education,
teacher, and ideology) chosen in line with the power–knowledge relations of Michel Foucault. The
findings are thought to open up new horizons for us in order to see the changes that may occur
in educational beliefs as a result of power–knowledge relations, as a result of education and its
practitioners, which is the constitutive mechanism of our lives as well as our rights and acceptances,
in today’s world where everything becomes visible.

Keywords

Educational beliefs, phenomenographic research model, power, knowledge

Teachers’ Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault

Abstract

In this study, we aimed to investigate the educational beliefs revealed by teachers in the light of Michel Foucault’s power–knowledge theory. We determined the participants of the research according to the purposive sampling method. The participants were 52 teachers in different provinces of Türkiye working in various fields. We conducted semi-structured interviews consisting of seven basic questions in three explanatory categories with the teachers. We analyzed qualitative data through phenomenographic analysis. Three different explanatory categories were obtained from the data: “reproduced education”, “reproduced teacher” and “power ideology “. This study shows the educational beliefs revealed in teachers in terms of three parameters (education, teacher, and ideology) chosen in line with the power–knowledge relations of Michel Foucault. The findings are thought to open up new horizons for us in order to see the changes that may occur in educational beliefs as a result of power–knowledge relations, as a result of education and its practitioners, which is the constitutive mechanism of our lives as well as our rights and acceptances, in today’s world where everything becomes visible.

Keywords

Educational beliefs, phenomenographic research model, power, knowledge

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