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Kültürel Sermayenin Öğrencilerin Örtük Program Algıları ve Yaşantıları Üzerindeki İzleri

Year 2024, Volume: 26 Issue: 3, 352 - 367, 30.09.2024
https://doi.org/10.17556/erziefd.1488249

Abstract

Bu çalışma, Ankara'da bir fen lisesindeki dokuzuncu sınıf öğrencilerinin örtük programa ilişkin algılarını ve yaşantılarını, kültürel sermayenin bunun şekillenmesindeki etkisini göz önünde bulundurarak incelemektedir. Çalışmada nitel bir durum çalışması kullanılmış, yarı yapılandırılmış görüşmeler ve gözlemlerden yararlanılmıştır. Yirmi haftalık bir süre zarfında, amaçlı örneklemeyle seçilmiş 17 katılımcının her biri ile çalışmanın başında ve sonunda olmak üzere toplam 34 görüşme; her iki haftada bir gerçekleştirilen okul ziyaretleriyle 10 günlük gözlem yapılmıştır. Toplanan verilerde içerik analizi yapılmış, veriler titizlikle okunmuş, kodlanmış ve temalar belirlenmiştir. Bulgular, öğrencilerin kültürel sermayelerinin, okuldaki sosyal ve materyal kaynaklara erişimlerini ve kullanımlarını şekillendirdiğini ve örtük programa dair algı ve yaşantılarını etkilediğini ortaya çıkarmıştır. Öğrencilerin, okullarını öncelikli olarak fen liselerine dair daha geniş hedeflerle özdeşleşen bir kurum olarak değil de sınavlara iyi hazırlık yapan bir yer olarak ele aldıkları da gözlemlenmiştir. Ayrıca, yatılı ve gündüzlü öğrencilerin yaşantıları arasında da farklılıklar gözlemlenmiştir. Bulgular eğitimcilerin, öğrencilerin farklı kültürel sermayelerini göz önünde bulundurabilecek ve dâhil edecek daha kapsayıcı ve özgürleştirici bir eğitim ortamı geliştirmelerinin gereğini ortaya koymaktadır. Ayrıca, çalışmada yatılı okulların gündüzlü öğrenciler için daha katılımcı bir kültür oluşturmasının gereği vurgulanmaktadır.

References

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The Influence of Cultural Capital on Students' Perceptions and Experiences of Hidden Curriculum

Year 2024, Volume: 26 Issue: 3, 352 - 367, 30.09.2024
https://doi.org/10.17556/erziefd.1488249

Abstract

This study investigates the perceptions and experiences of ninth-grade students concerning the hidden curriculum at a science high school in Ankara, focusing on how cultural capital influences its manifestation. A qualitative case study was employed, utilizing semi-structured interviews and observations. Throughout a 20-week period, 34 interviews were conducted with 17 purposively selected participants, one at the beginning and one at the end of the study, complemented by 10 days of observation over biweekly school visits. The collected data underwent content analysis, involving thorough reading, coding, and theme identification. The findings highlight that the cultural capital of students shaped their experiences and perceptions of the hidden curriculum, influencing their access to and use of social and material resources at school. Notably, students viewed their school primarily as a preparatory ground for exams rather than an institution aligned with the broader educational goals for science high schools. Additionally, the study observed differences in the experiences of boarder and extern students. The findings suggest that educators need to develop inclusive strategies that recognize and integrate students' varying cultural capital to foster a more emancipatory educational environment. Additionally, the study highlights the need for boarding schools to establish a participatory culture for extern students.

References

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  • Akçay, S., & Türkmen, G. S. (2023). High school students’ and parents’ perceptions of the nature of science. International Journal of Education and Literacy Studies, 11(4), 353–361. https://doi.org/10.7575/aiac.ijels.v.11n.4p.353
  • Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162, 67–93. https://doi.org/10.1177/002205748016200106
  • Apple, M. W. (1980). The other side of the hidden curriculum: Correspondence theories and the labor process. Interchange, 11(3), 5–22. https://doi.org/10.1177/002205748016200105
  • Arun, Ö. (2014). İnce zevkler - Olağan beğeniler. Cogito, 76, 167–192.
  • Ball, S., Davies, J., David, M., & Reay, D. (2002). “Classification” and “judgement”: social class and the “cognitive structures” of choice of higher education. British Journal of Sociology of Education, 23(1), 51–72. http://doi.org/10.1080/01425690120102854
  • Bandini, J., Mitchell, C., Epstein-Peterson, Z. D., Amobi, A., Cahill, J., Peteet, J., Balboni, T., & Balboni, M. J. (2016). Student and faculty reflections of the hidden curriculum. American Journal of Hospice and Palliative Medicine®, 34(1), 57–63. https://doi.org/10.1177/1049909115616359
  • Barrett, H. C. (2020). Towards a cognitive science of the human: Cross-cultural approaches and their urgency. Trends in Cognitive Sciences, 24(8), 620–638. https://doi.org/10.1016/j.tics.2020.05.007
  • Berg, B. L. (2001). Qualitative research methods for the social sciences (4th ed.). Pearson.
  • Bernstein, B. (2000). Pedagogy, symbolic control and identity. Rowman & Littlefield Publishers.
  • Bourdieu, P. (1984). Distinction a social critique of the judgement of taste. Harvard University Press.
  • Bourdieu, P. (1986). The forms of capital. In J. E. Richardson (Ed.), Handbook of theory of research for the sociology of education (pp. 241–258). Greenword Press.
  • Bourdieu, P. (1989). Social space and symbolic power. Sociological Theory, 7(1), 14–25. http://dx.doi.org/10.2307/202060
  • Bourdieu, P. (2014). Varisler (1st ed.). Heretik.
  • Bourdieu, P., Darbel, A., & Schnapper, D. (1991). The love of art: European art museums and their public. Polity Press.
  • Bourdieu, P., & Passeron, J. C. (1990). Reproduction in education, society and culture. SAGE Publications Ltd.
  • Bourdieu, P., & Wacquant, L. J. D. (1992). Invitation to reflexive sociology. University of Chicago Press.
  • Cerit, Y. (2006). Öğrenci, öğretmen ve yöneticilerin okul kavramıyla ilgili metaforlara ilişkin görüşleri. Kuram ve Uygulamada Eğitim Bilimleri, 6(3), 669–700.
  • Channaveer, R. M., & Baikady, R. (2022). Case study. In M. R. Islam, N. A. Khan, & R. Baikady (Eds.), Principles of social research methodology (pp. 313–323). https://doi.org/10.1007/978-981-19-5441-2_21
  • Cotton, D., Winter, J., & Bailey, I. (2013). Researching the hidden curriculum: intentional and unintended messages. Journal of Geography in Higher Education, 37(2), 192–203. https://doi.org/10.1080/03098265.2012.733684
  • Cresswell, J. W. (2017). Qualitative inquiry and research design- Choosing among five approaches (4th ed.). SAGE Publications.
  • Çobanoğlu, R., & Engin Demir, C. (2014). Okullardaki örtük programın görünen kısmı. Elementary Education Online, 13(3), 776–786.
  • Çubukçu, Z. (2012). The effect of hidden curriculum on character education process of primary school students. Educational Sciences: Theory and Practice, 12(2), 1526–1535.
  • De Lissovoy, N. (2012). Education and violation: conceptualizing power, domination, and agency in the hidden curriculum. Race Ethnicity and Education, 15(4), 463–484. http://doi.org/10.1080/13613324.2011.618831
  • Demirel, Ö. (2005). Kuramdan uygulamaya eğitimde program geliştirme. Pegem Akademi
  • DiMaggio, P. (1982). Cultural capital and school success: The impact of status culture participation on the grades of U.S. high school students. American Sociological Review, 47, 189–201. https://doi.org/10.2307/2094962
  • Donovan, B. M. (2014). Playing with fire? The impact of the hidden curriculum in school genetics on essentialist conceptions of race. Journal of Research in Science Teaching, 51(4), 462–496. http://doi.org/10.1002/tea.21138
  • Dueggeli, A., Kassis, M., & Kassis, W. (2021). Navigation and negotiation towards school success at upper secondary school: The interplay of structural and procedural risk and protective factors for resilience pathways. Education Sciences, 11(395), 1–21. https://doi.org/10.3390/educsci11080395
  • Giroux, H. (1979). Schooling and culture of positivism: notes on the death of history. Educational Theory, 29(4), 263–284. https://doi.org/10.1111/j.1741-5446.1979.tb00859.x
  • Giroux, H. (1983). Theories of reproduction and resistance in the new sociology of education: A critical analysis. Harvard Educational Review, 53(3), 257–294. https://doi.org/10.17763/haer.53.3.a67x4u33g7682734
  • Gordon, D. (1981). The aesthetic attitude and the hidden curriculum. Journal of Aesthetic Education, 15(2), 51–63. https://doi.org/10.2307/3332241
  • Gürer, G. T. (2022). Ortaöğretim kurumlarının örgüt kültürü tipolojisi [Unpublished doctoral dissertation]. Gazi University.
  • Güven, I. (2019). Neo-conservative Islam and transition of secular education in Turkey. Journal for the Study of Religious and Ideologies, 18(53), 37–59. http://jsri.ro/ojs/index.php/jsri/article/view/1075/808
  • Hemmings, A. (2000). The `hidden’ corridor curriculum. High School Journal, 83(2), 1–10. https://www.jstor.org/stable/40364505
  • Jackson, P. W. (1966). The students’ world. The Elemantary School Journal, 66(7), 345–357. https://www.jstor.org/stable/999944
  • Jenkins, R. (1992). Pierre Bourdieu. Routledge.
  • Jukić, R. (2019). Hidden curriculum and school culture as postulates of a better society. In J. L. Vodopivec, L. Jančec, & T. Štemberger (Eds.), Implicit Pedagogy for Optimized Learning in Contemporary Education (pp. 1–22). IGI Global. https://doi.org/10.4018/978-1-5225-5799-9.ch001
  • Kaya, E., & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9–10), 1115–1133. https://doi.org/10.1007/s11191-016-9861-3
  • Kidman, J., Yen, C.-F., & Abrams, E. (2013). Indigenous students’ experiences of the hidden curriculum in science education: A cross-national study in New zealand and Taiwan. International Journal of Science and Mathematics Education, 11, 43–64. http://dx.doi.org/10.1007/s10763-012-9365-9
  • Kiss, J., Szeger, K., & Hera, G. (2013). Prejudices, social competencies and political orientations in relation to schools’ hidden curriculum. Intercultural Education, 24(3), 277–287. http://doi.org/10.1080/14675986.2013.793028
  • Koyuncu, M., & Uçar, R. (2024). Anadolu İmam Hatip Lisesi öğretmenlerinin öğrencilerine i̇lişkin öğrenci vizyonunun örtük program açısından değerlendirilmesi. Marife Dini Araştırmalar Dergisi. https://doi.org/10.33420/marife.1448787
  • Lamont, M., Beljean, S., & Clair, M. (2014). What is missing? Cultural processes and causal pathways to inequality. Socio-Economic Review, 12(3), 573–608. http://doi.org/10.1093/ser/mwu011
  • Lamont, M., & Lareau, A. (1988). Cultural capital: Allusions, gaps, and glissandos in recent theoretical developments. Sociological Theory, 6, 153–168. https://doi.org/10.2307/202113
  • Lamont, M., & Small, M. L. (2008). How culture matters: Enriching our understanding of powerty. In A. C. Lin & D. R. Harris (Eds.), The colors of poverty why racial and ethnic disparities persist (pp. 76–102). Russell Sage Foundation.
  • Lynch, K. (1989). The hidden curriculum: Reproduction in education, an appraisal. The Falmer Press.
  • Maxwell, J. A. (2013). Qualitative research design- An interactive approach (3rd ed.). SAGE Publications Inc.
  • McLaren, P. (2003). Life in schools; an introduction to critical pedagogy in the foundations of education (4th ed.). Allyn & Bacon.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook (2nd ed.). SAGE Publications.
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There are 73 citations in total.

Details

Primary Language English
Subjects Curriculum and Instration (Other)
Journal Section Online First
Authors

Halil Han Aktaş 0000-0001-8903-8213

Cennet Engin 0000-0003-1561-5182

Early Pub Date September 15, 2024
Publication Date September 30, 2024
Submission Date May 22, 2024
Acceptance Date August 3, 2024
Published in Issue Year 2024 Volume: 26 Issue: 3

Cite

APA Aktaş, H. H., & Engin, C. (2024). The Influence of Cultural Capital on Students’ Perceptions and Experiences of Hidden Curriculum. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 26(3), 352-367. https://doi.org/10.17556/erziefd.1488249