Eğitimin Merkezinde Ama Dışında: Öğrenci Sesinin Eğitim Politikalarında Görünmezliği Üzerine Fenomenolojik Bir Analiz

Year 2025, Volume: 45 Issue: 2, 623 - 648, 30.08.2025

Ayhan Aksakallı

https://doi.org/10.17152/gefad.1730442

Abstract

Bu araştırma, eğitim politikalarında sıkça dile getirilen “öğrenci merkezlilik” söyleminin, öğrencilerin gün-lük okul deneyimlerinde nasıl karşılık bulduğunu anlamayı amaçlamaktadır. Nitel araştırma deseni çerçe-vesinde, fenomenolojik yaklaşımla yapılandırılan çalışmada, Türkiye’nin bir ilinde yer alan üç farklı lise tü-ründen (Anadolu, fen ve meslek lisesi) toplam 15 on ikinci sınıf öğrencisiyle yarı yapılandırılmış derinleme-sine görüşmeler gerçekleştirilmiştir. Elde edilen veriler tematik analiz yöntemiyle çözümlenmiş ve dört ana tema belirlenmiştir: “Sözümüzü Bize Bırakın”, “Bizimle İlgili Ama Bizsiz”, “Bize Değil, Bizim Üzerimize” ve “Sadece Başarılıysan Varsın”. Bulgular, öğrencilerin eğitim politikalarına yönelik süreçlerden sistemli biçimde dışlandığını; katılım, temsil ve değer atama mekanizmalarının büyük ölçüde sembolik düzeyde kal-dığını göstermektedir. Araştırmanın bulguları, öğrenci sesinin bastırılmasının yalnızca pedagojik düzeyde değil; aynı zamanda politik ve ideolojik yapılarla ilişkili olabileceğine işaret etmektedir. Elde edilen sonuç-lar, öğrencilerin edilgen alıcılar değil, karar süreçlerinin etkin ve meşru özneleri olarak kabul edilmesi ge-rektiğini vurgulamaktadır.

Keywords

Dışlanma , Eğitim politikaları , Katılım , Öğrenci sesi , Temsiliyet

At the Center of Education, Yet on the Outside: A Phenomenological Analysis of the Invisibility of Student Voice in Education Policy

Abstract

This study aims to explore how the frequently emphasized discourse of “student-centeredness” in education policies is reflected in students’ actual school experiences. Designed within the framework of a qualitative research approach and structured through a phenomenological perspective, the study involved semi-structured in-depth interviews with 15 twelfth-grade students from three different types of high schools (Anatolian, science, and vocational) in a province of Turkey. The data were analyzed using thematic analy-sis, resulting in four main themes: “Let Us Speak for Ourselves,” “About Us but Without Us,” “Not for Us, But Over Us,” and “You Only Matter If You Succeed.” The findings indicate that students are syste-matically excluded from educational policy processes and that mechanisms of participation, representation, and value assignment remain largely symbolic. The study reveals that the silencing of student voices is not merely a pedagogical issue but also a political and ideological one. The results highlight the need for a par-ticipatory and inclusive restructuring of the education system and argue that students should be recognized not as passive recipients but as legitimate and active subjects in decision-making processes.

Keywords

Disengagement , Education policy , Participation , Representation , Student voice

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